This paper investigates the significant influence that Moroccan teachers’ pronunciation can have on the language development of English as Foreign Language (EFL) learners. Utilizing a mixed-methods approach, the study integrates both qualitative observations and quantitative data to examine the consequences of teachers' phonetic inaccuracies on a sample population of 427 learners. The research methodology is carefully selected to provide a comprehensive understanding of the issue, drawing on a combination of direct classroom observations, students’ feedback, and linguistic assessments to paint a holistic picture of the phonological challenges faced by EFL learners. The qualitative phase involves systematic classroom observation and thematic analysis to identify patterns of mispronunciation and its effects on students. The quantitative phase employs descriptive statistics to measure the degree of impact of deliberate mispronunciations on learners’ language proficiency levels, ranging from A1 to C2. The study reveals that despite access to technological resources for language learning, students still regard teachers as primary sources of knowledge, and teachers' mispronunciations significantly hinder students' language development. The findings indicate that these mispronunciations can lead to error fossilization among students, especially those at beginner levels. The study also examines the effects of mispronunciation on teachers' credibility and reputation, highlighting the importance of phonological accuracy in teaching. The paper concludes by addressing implications concerning the role of teachers as language models and the extent to which their mispronunciations can affect students' language development.
Wari et al. (Wed,) studied this question.