Résumé:
The present study aims chiefly at probing into teachers’ and learners’ attitudes towards the
use of audiobooks as an Information and Communication tool to improve pronunciation
leaning. To meet this objective, it is hypothesized that teachers and learners would hold
positive attitudes towards the use of audiobooks in fostering pronunciation. It is also
hypothesized that EFL teachers and learners would support audiobooks integration in English
classes. To this end, two questionnaires were administered to a randomly chosen sample of 20
Algerian EFL teachers and 80 Algerian EFL students at Mohammed Seddik Ben Yahiya
university, Jijel. The analysis of the aforementioned research instruments has demonstrated
that nearly all teachers and students hold favorable attitudes towards the use of ICTs in
general and audiobooks in particular to enhance pronunciation learning. They emphasized the
vital role of audiobooks in providing an atmosphere whereby learners can listen to authentic
speech while engaging in meaningful discussions simultaneously. Besides, the same vast
majority of the sample under scrutiny adhered to the idea of integrating audiobooks in
English learning classes. Teachers, thus, can expose their learners to authentic materials that
involve the use of audiobooks with an eye to pronunciation improvement. Therefore, the
research assumptions were confirmed. The findings of this current study serve as grooming
ground for future research to further dive into the importance of using audiobooks for a better
mastery of pronunciation
