Résumé:
The present study aims to examine the role of phrasal verb instruction in enhancing the speaking accuracy of Algerian EFL second-year undergraduate students at the English language department of Mohammed Seddik Ben Yahia University-Jijel. The research adopted a mixed- method approach, using both quantitative and qualitative data collection instruments. Based on the hypothesis that phrasal verb instruction improves learners‘
speaking accuracy, a quasi experiment design-precisely, a non-equivalent pretest-posttest group design- was used as the quantitative data tool. The sample, comprising 50 participants out of 207, was selected using a convenient sampling technique and divided equally into two groups (experimental group = 25 participants and control group = 25 participants). The experimental group received explicit instruction on phrasal verbs during seven sessions,each lasting one and a half hours, whereas the control group received non-targeted instruction. An interview was conducted with seven participants (out of25), as a qualitative data tool, to gain more insights into students‘ experiences and perceptions towards phrasal verb instruction in speaking classes. The results indicated statistically significant improvement in speaking accuracy within the experimental group with p value (P = 0.001)compared to the control group recording p-value (P = 0.622). The findings of the interview revealed that, despite facing challenges such as time insufficiency to practice the newly learned phrasal verbs in speaking tasks, the instruction was deemed effective in enhancing their use and frequency of phrasal verbs, as it also raised their awareness of their significance for enhancing their accuracy. In light of these findings, several pedagogical
recommendations are put forward, such as emphasizing the role of phrasal verbs in speaking
instruction and promoting the use of explicit teaching methods.
