Exploring Students’ Word Stress in Speaking: Does Ethnicity Matter?

In recent years, many studies have examined the impact of word stress on speaking, but few have looked into how multiethnic students handle word stress in pronunciation. This gap is particularly noticeable in Indonesia, where the rich diversity of ethnicities and local dialects presents both unique challenges and opportunities for English-as-a-foreign-language (EFL) learners. This study aims to fill that gap by examining how the ethnic backgrounds of Indonesian students from Sulawesi influence their word stress. Twelve students (6 males, 6 females, aged 19–21) from four different ethnic groups were recruited as participants. Data were gathered through interviews, read-aloud recordings, lecturer feedback, and peer observations. The findings revealed that several factors contributed to the misplacement of word stress, including local dialects, mother tongues, cultural backgrounds, motivations, and learning environments. All ethnic groups tended to place stress on the second syllable, which was largely attributed to the differences in stress patterns between their local dialects and English. The study suggests that teachers should provide accurate models of word stress that consider students' local dialects to help students improve their pronunciation. By addressing these factors, the research contributes to a better understanding of the challenges faced by multiethnic students in acquiring English pronunciation. It also offers practical insights for improving pronunciation instruction in diverse EFL settings, where students' cultural and linguistic backgrounds play a significant role in their learning experiences.