The Neglect of English Pronunciation in EFL Classrooms: Causes, Consequences, and Pedagogical Implications for Libya

Abstract

English pronunciation plays a central role in successful oral communication, yet it is often given limited attention in English as a Foreign Language (EFL) classrooms. This study examines the reasons for the neglect of pronunciation teaching, its effects on learners’ oral performance, and its pedagogical implications, with particular attention to the Libyan EFL context. The study draws on relevant literature concerning pronunciation pedagogy, intelligibility, teacher education, and the difficulties experienced by Arabic-speaking learners of English. The findings indicate that pronunciation is frequently marginalized because of limited classroom time, insufficient teacher preparation, curriculum priorities, assessment practices, and learners’ limited exposure to English outside the classroom. Such neglect may contribute to persistent pronunciation problems, reduced intelligibility, and lower confidence in oral communication. The study argues that pronunciation should be integrated systematically into EFL instruction rather than treated as an optional or secondary component. It recommends greater emphasis on intelligibility-oriented instruction, appropriate teacher training, regular pronunciation practice, and the use of communicative activities and supportive technologies. Strengthening pronunciation instruction can help learners communicate more effectively and can contribute to more balanced development of their overall English proficiency.