The Interplay of Pronunciation, Intelligibility, and Identity: Perceptions of Libyan EFL Secondary School Students

Abstract

This study examines the complex relationship between pronunciation, intelligibility, and linguistic identity among Libyan English as a Foreign Language (EFL) learners. While traditional Libyan applied linguistics research has predominantly focused on grammar, vocabulary, and reading, this research addresses a significant gap by exploring how secondary school students perceive the role of phonology in communicative success. The study is centered on 30 purposely sampled secondary school students in Al-Beida, Libya, employing a mixed-methods research paradigm that integrates quantitative data from Likert-scale questionnaires with qualitative insights from open-ended questions. The findings reveal that 80% of participants find English pronunciation difficult, largely due to the phonological discrepancies between Arabic and English, particularly regarding sounds like /p/, /v/, and interdentals /θ/ and /ð/. Data analysis shows that 87% of students believe their Arabic accent affects their pronunciation, and 60% report avoiding speaking English due to fears of being misunderstood or ridiculed by peers. Despite these challenges, there is a strong shift toward the "Intelligibility Principle," with 83% of learners valuing being understood over achieving a native-like accent. Crucially, the study identifies that pronunciation is deeply intertwined with identity development. While 90% of students associate fluent English with being "educated," many experience "identity tension" between maintaining their Libyan heritage and the desire for English proficiency. Participants expressed a significant desire for more systematic instruction, with 90% requesting more pronunciation lessons. The research concludes that enhancing pronunciation pedagogy in Libyan schools is essential for fostering communicative competence, emotional well-being, and a confident linguistic identity among learners.