<![CDATA[English is used across multilingual settings, but accents associated with established English-speaking countries can still carry social meanings related to competence, legitimacy, and professional status. Research in Indonesia has documented both attraction to native-associated pronunciation and growing acceptance of accent diversity; however, these positions should not be treated as mutually exclusive, and evidence from vocational higher education remains context-specific. This article presents a protocol for examining how students at one Indonesian polytechnic perceive English accents and position their linguistic identities across academic, social, and anticipated professional settings. The proposed explanatory sequential mixed-methods design begins with a questionnaire and follows with purposively sampled interviews that compare participants’ accounts across contexts. The draft questionnaire covers native-accent orientation, accent identity and ownership, beliefs about intelligibility, professional accent expectations and adaptation, and social-educational influences. The instrument is provisional and requires expert review and pilot testing. No participants have been recruited for the study described here, and no empirical data, statistical results, or interview quotations are reported. The article introduces Contextual Accent Identity Negotiation as a provisional sensitising framework for analysing how prestige, identity, communication goals, and anticipated evaluation may interact. Its contribution is methodological and conceptual: it specifies how self-reported beliefs can be distinguished from actual listener comprehension, observed pronunciation behaviour, and employer practices. The protocol must be reviewed ethically and implemented with real participant data before any empirical conclusions can be drawn.]]>
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