Accent-related discrimination in English learning: A quantitative exploration of educational equity and learning outcomes

In the dual contexts of globalization and the standardization of language education, the issues of pronunciation in English learning become important topics, reflecting educational equity and social identity. Standardized pronunciation is often regarded as the core indicator of language proficiency. The evaluation system of “superiority and inferiority of pronunciation” may lead to implicit discrimination based on accent, affecting students’ participation and learning self-efficacy. However, there is still a lack of systematic empirical analysis of the educational stages, and school types. This study focuses on phenomena such as the anxiety triggered by pronunciation problems, changes in motivation, and the unfair distribution of educational resources. Through questionnaires, it reveals that teachers’ excessive focus on pronunciation standards is apt to exacerbate students’ psychological pressure. The causal chain of “teachers’ evaluation-motivation response” is verified through regression models, providing empirical evidence for correcting the traditional teaching concept of “only standard pronunciation”. Although most schools offer oral English courses, insufficient resources limit students’ practical opportunities because of gaps in educational resources among different regions.