Analysis on the Perceptions of College Students Toward the Regional Accents of Selected Faculty Members: Basis for a Proposed Intensive Accent Neutralization Training Program

This study utilized a qualitative phenomenological research design. This involved semi-structured interviews with eight (8) purposively selected college students from private Higher Education Institutions (HEIs). Participants were chosen based on their exposure to faculty members with noticeable or strong regional accents. Ethical research standards were strictly observed, including informed consent and the assurance of confidentiality. Thematic analysis was applied to identify common themes and patterns from the responses of the participants. Findings reveal that while regional accents may initially pose comprehension challenges, they are not regarded as crucial barriers to learning. Students place greater importance on clarity of instruction, classroom engagement, and the overall quality of teaching than on accent alone. Those with more diverse linguistic exposure tend to adjust more easily and even appreciate the uniqueness that regional accents bring to the classroom setting. However, students with limited exposure may experience misunderstanding, emotional discomfort, or reduced participation, particularly when strong accents compromise speech clarity.