VIETTESOL INTERNATIONAL CONVENTION 2025

This study investigates the impact of mother tongue interference on the English pronunciation of EFL learners and examines their attitudes toward overcoming these challenges. This research employs a mixed-methods approach, incorporating both quantitative and qualitative data collection. A structured survey was administered to 50 EFL learners from the School of Foreign Languages at Can Tho University to identify common pronunciation difficulties and learners’ self-perceived challenges. Additionally, semi-structured interviews were conducted with two participants to provide in-depth insights into their experiences and coping strategies regarding pronunciation learning. The findings indicate that mother tongue interference affects various aspects of English pronunciation, including vowel and consonant substitution, stress misplacement, and intonation patterns. The results also reveal that learners are highly aware of these pronunciation challenges, with many expressing a strong desire to improve their speech clarity for academic, professional, and social purposes. However, learners also highlight barriers such as a lack of pronunciation-focused instruction, limited exposure to native-like models, and psychological concerns, including anxiety and self-consciousness. It advocates for integrating explicit phonetic training, individualized feedback, and immersive language exposure into EFL instruction. Therefore, educators can create an inclusive learning environment that supports learners’ linguistic and personal development.