Abstract
According to previous studies, Japanese learners of English (JLEs) have a negative perception of their own variety of English along with a strong desire to sound native-like. Language attitudes toward L2 (second language) English accents may affect their active participation in English communication situations. The present study is cross-national and investigates whether other L2 English learners from different L1 (first language) backgrounds negatively perceive their own variety of English and English pronunciation as JLEs do. A total of 290 college students in Austria, Germany, Denmark, Malaysia, China, Japan, and Kazakhstan evaluated their own accent by responding to 10 statements on a 6-point scale. By comparing the responses as percentages and the binomial test, the analysis revealed that the Japanese perceived their accent most negatively, followed by the Chinese, whereas the Europeans, Malaysians, and Kazakhs perceived their accents positively to varying degrees. Among the seven countries, the L1 Danish group perceived their own variety as native-like most and non-native accent least, where the JLEs showed the opposite results. On the other hand, the endorsement for native accent was recognized across the countries. Based on the results, I claim that individual socio-contextual settings could have a critical impact on developing distinct attitudes toward one’s own accent among EFL speakers. 
Highlights
In the era of globalization, English is used as a common language more so than any other language among people with different linguacultural backgrounds
The seven EFL countries surveyed have a common perspective that English proficiency is perceived essential while emphasizing the need for learners to achieve communicative competence as human capital for global competition; on the other hand, the socio-historical and socio-political backgrounds in individual nations could affect L2 speakers’ language attitudes toward their own accents
The multiethnic and multilingual environment (i.e., Malaysia and Kazakhstan) and similar situations appear to be critical to promote a greater degree of awareness of the social and geographical diversity within and between English
Summary
In the era of globalization, English is used as a common language more so than any other language among people with different linguacultural backgrounds. The spread of English around the globe has created distinctive English varieties (Crystal, 2019) Those who speak English as a second language (L2) outnumber those who use English as their first language (L1) (Crystal, 2019). L2 English speakers employ their own English varieties that normally have traces of their native language Another dichotomous categorization is native speakers (NSs) and non-native speakers (NNSs) referring to L1 English speakers and L2 English speakers. (Note 1) Ideologically and pedagogically, NS varieties (e.g., British and American English) are considered legitimate and NNSs should pursue them as a model (Seidlhofer, 2011) It has been scholarly criticized, the binominal label has penetrated among stakeholders including English teaching professionals, learners, and policy makers (e.g., Jenkins, 2006; Seidlehofer, 2011)
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