The next thing that emerged quite heavily from the comments was reactions to pronunciation, and here the comments were again more negative than positive. Many negative comments mentioned accent in some form: “My accent was more Hungarian than I thought,” “I have a little accent,” “sometimes my Hungarian accent can be heard,” “I sound like a Hungarian person; there’s no accent in my speech,” “I don’t think my accent is good enough, I want to sound more British,” “I sound too Hungarian.” The comments reveal that a Hungarian accent is undesirable to the participants, and its presence is treated as a problem to be fixed. The negative comments also featured some general remarks on pronunciation needing to be improved. Intonation was also mentioned as a problematic area, sounding “too Hungarian” or “monotonous,” or “incorrect.” All these remarks indicate that the students compare themselves to a native standard. The positive comments mentioned liking pronunciation in general, with some more specific comments such as “my accent was not influenced by my Hungarian L1 so badly,” or “I don’t have a harsh Hungarian accent,” sometimes phrases like “not that bad” or “not that horrible” also appear. Again, satisfaction was related to not having a Hungarian accent (or not to the extent they had previously expected). However, clearly stating that they are satisfied with their pronunciation is rare. The importance of being conscious of the concept of accent and how it is a natural part of speech becomes very clear: if students are not aware of the fact that the accent from their native language is not something they can get rid of completely, they might be chasing ideals that will stop them from ever being satisfied with their speech. The ever-growing ELF research advocates the distinct nature and characteristics of non-native English speech. Students should therefore be made more aware of the fact that imitating a native speaker is not a need but a choice (one they can make in the full knowledge of the possible unattainability of their goal), even if students aspire to sound like a specific group of native speakers as much as possible.