Exploring Diverse English Accents in Multinational Collaboration

A Qualitative Study Through Active Listening Strategy Interventions

Authors

  • Dina Magdalena IKIP Widya Darma Surabaya
  • Amiatun Nuryana IKIP Widya Darma Surabaya

DOI:

https://doi.org/10.55606/jupensi.v6i1.7002

Keywords:

Accents, Active Listening, Collaboration, Multinational Firms, Qualitative Design

Abstract

This qualitative study explores the complex interplay between diverse English accents and team collaboration within multinational firms, identifying how phonetic variations influence professional power dynamics and operational efficiency. Through nonparticipant observation of seventeen professionals, the research highlights that unmanaged accent diversity often leads to cognitive overload, participation inequality, and "silent agreement," particularly in digitally mediated environments. However, the findings reveal that the systematic implementation of Active Listening Strategies—such as paraphrasing and phonetic pausing—can transform linguistic friction into cognitive precision. For researchers, this study provides a robust framework for examining sociolinguistic variables in corporate settings and offers a fresh perspective on how psychological safety intersects with verbal interaction. For educators and trainers, these results offer high-value practical benefits by detailing actionable interventions that can be integrated into business communication curricula to foster linguistic humility. By shifting the focus from the speaker's proficiency to the listener’s active engagement, this research provides a replicable roadmap for improving inclusive communication. Ultimately, this work serves as a vital resource for those looking to bridge the gap between linguistic diversity and collective productivity in the modern, globalized workforce.

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Published

2026-03-30

How to Cite

Dina Magdalena, & Amiatun Nuryana. (2026). Exploring Diverse English Accents in Multinational Collaboration: A Qualitative Study Through Active Listening Strategy Interventions. Jurnal Pendidikan Dan Sastra Inggris, 6(1), 361–375. https://doi.org/10.55606/jupensi.v6i1.7002