EFL Pronunciation Instruction: Czech vs Slovak EFL Students’ Perceptions

Abstract

This study examines the perceptions of Czech and Slovak EFL (English as a Foreign Language) students regarding pronunciation instruction, highlighting its crucial role in effective communication and successful language learning. The primary aim of this paper is to investigate how the research participants, comprising 103 Czech and Slovak university EFL students, perceive EFL pronunciation-related issues and whether there is a statistically significant difference between the perceptions of the two groups. The research indicates that while pronunciation is regarded as essential and participants feel confident in their own pronunciation, it often remains an overlooked area in EFL instruction. Furthermore, eleven independent sample t-tests revealed statistically significant differences in three questionnaire statements: the desire to sound as close to a native speaker as possible, confidence in one’s pronunciation, and the need for more time for pronunciation instruction, indicating distinctions between the Czech and Slovak students. As English continues to serve as a global lingua franca, this research emphasises the need to prioritise pronunciation in EFL curricula to enhance effective communication and comprehensive language proficiency among EFL learners.