Japanese EFL Learners’ Perspectives on the Inclusion of Diverse English Accents in Audio Recordings for Textbooks and Listening Tests

ABSTRACT The use of English accents beyond standard American and British varieties has been increasingly advocated in English language education, particularly in listening instruction and assessment. However, little is known about learners’ perspectives on diverse accents in terms of their use in different types of listening materials. This mixed‐methods study examined the attitudes of 161 Japanese learners of English as a foreign language (EFL) toward incorporating diverse English accents into textbook listening activities and listening assessments. Quantitative data were collected through Likert‐scale items on accent preferences and beliefs about how accents affect test performance, while qualitative data came from open‐ended responses for deeper insights. While participants generally supported the inclusion of diverse accents in listening activities, they expressed hesitation about the use of accents in assessments, citing concerns about increased anxiety and its impact on test performance and emphasizing the emotional and cognitive challenges associated with high‐stakes testing. Qualitative analysis highlighted pedagogical benefits of diverse accents, such as fostering real‐world communication skills and enhancing accent familiarity. These findings highlight the need for stepwise inclusion of diverse accents in listening materials while addressing learners’ concerns. Practical recommendations include refining assessment design for fairness and developing inclusive resources that reflect global English use.