Evaluation of Phonetics Instruction of EFL Learners

Abstract

The present study aimed at evaluating phonetics instruction for English Foreign Language (EFL) learners. It sought to find whether phonetics instruction for EFL learners was successful in terms of coverage and practice. This study was based on the hypothesis that EFL first and second year phonetics sessions were insufficient and students might not get enough practice to develop their pronunciation during the lessons to achieve the aforementioned aim. In this study, two research tools were used. The first was a questionnaire administered to a random sampling consisting of sixty four third-year EFL students, and the second one was an interview that was conducted with five teachers of phonetics in the Department of English at Mohammed Seddik Ben Yahia University, Jijel. Both tools aimed to collect data about students‟ and teachers‟ perspectives about phonetics instruction