Abstract

The present research aims to analyze the impact of phonological instructions in the enhancement of ESL learners’ pronunciation. It’s generally assumed that, the learners who are taught phonological instructions perform better in pronunciation than the students who are not taught phonological instructions. The selected sample was the college level ESL students. The sample was divided into two equal groups named as control-group and experimental-group. The experimental-group was trained through phonological instructions by multiple video recordings and classroom lessons while control-group was trained through the traditional instructions. A pronunciation test was taken as pretest and posttest and composed statistics were evaluated through SPSS latest version with the application of independent sample t-test and paired sample t-test. The acquired results disclosed that there was significant difference in the mean scores of the both groups. The performance of the students of experimental-group was better than traditional group in posttest results. This research is valuable for both ESL teachers and learners because it has evidenced that the usage phonological instruction method is better to solve the pronunciation difficulties in ESL teaching and learning space.