<![CDATA[This qualitative study explores the language attitudes and identity perceptions of English as a Foreign Language (EFL) learners from Madura regarding the interference of their regional accents in their English-speaking performance. Using a phenomenological approach, data were collected through semi-structured in-depth interviews with four undergraduate students of Madurese ethnicity enrolled in the English Language Education program at Universitas Islam Malang, Indonesia. A thematic analysis was employed to interpret the data, revealing that initially, participants experienced significant linguistic anxiety triggered by the prominence of Madurese-specific aspirated consonants (e.g., [bʰ], [dʰ], [gʰ]) when producing English speech; this was often associated with a fear of negative social judgment and a tendency to withdraw from oral participation in class. However, over time, the participants underwent a shift in attitude, reframing their accents not as linguistic deficiencies but as legitimate markers of cultural identity. This aligns with the principles of English as an International Language (EIL), which prioritize intelligibility over native-like pronunciation. This study offers pedagogical implications for fostering EFL classrooms in Indonesia that are inclusive of accents and recommends that educators shift from a native-speakerist perspective toward an intelligibility-based approach that strengthens identity in pronunciation instruction.]]>
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