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This study aimed to establish an empirical basis for prioritizing English as a Lingua Franca (ELF) instruction by evaluating the importance of “intelligibility” in communication with accented English speakers. It specifically examined the claims surrounding the Lingua Franca Core (LFC) features as the minimum requirements for intelligibility in ELF contexts. The experiment focused on the intelligibility of Korean-accented English (KoE) and general American English (AmE) to Korean-Speaking Learners (KSLs) and Japanese- Speaking Learners (JSLs). The findings indicated that AmE was more intelligible to both non-native English speaker groups. In contrast, KoE’s intelligibility was hindered by non- LFC features such as the pronunciation of the dark /l/ sound and specific vowel qualities. These results challenge the LFC proposal and suggest the need for a modified set of LFC features in ELF teaching and learning. The implications of this study are significant for English language education, highlighting the necessity of considering different accents and non-LFC features in ELF communication. By incorporating these aspects into instruction, teachers can better prepare learners for real-world interactions in diverse linguistic contexts. This approach enhances learners’ confidence and proficiency in understanding and being understood by individuals from various linguistic backgrounds, fostering successful intercultural exchanges.