Exploring the Relationship Between Accent Beliefs and Speaking Anxiety in Moroccan EFL Classrooms

Abstract

Speaking anxiety remains one of the most persistent emotional barriers to second language development; however, the specific role of accent beliefs in shaping this anxiety is still underexplored. The present study investigates the relationship between accent-related beliefs and speaking anxiety among Moroccan EFL learners. It examines how concerns about accented speech contribute to anxiety and whether these perceptions vary across proficiency levels. Using a mixed-methods approach with 92 B1-C1 level students at Tangier's American Language Center, we collected questionnaire data on accent perceptions and anxiety levels. While ANOVA showed no significant anxiety differences across proficiency groups, we found a negative correlation between accent confidence and speaking anxiety. Thematic analysis revealed key patterns including fear of judgment, embarrassment about accents, conflicts between native-like ideals and intelligibility, and classroom support's anxiety-reducing effects. Our findings position accent beliefs as a significant affective factor in speaking anxiety. They suggest that pedagogical approaches normalizing non-native accents and fostering accent acceptance could reduce anxiety and promote oral fluency, with implications for creating more inclusive pronunciation instruction environments.