Thesis (Ph.D.) - Cairo University - Faculty of Graduate Studies for Education - Department of Curriculum and Instruction Teaching

The main purpose of this research is to investigate the effectiveness of direct vs. indirect pronunciation instruction on the accuracy and oral fluency among EFL majors at faculties of education. To fulfill the purpose of the study, a pre/post-test was constructed to measure students' level in accuracy and oral fluency. The participants of the study, totaling 90 and distributed into three groups( two experimental groups and a control one), were selected from third year English majors at Faculty of Education, Al-Azhar University during the first semester of the academic year 2016/2017. One of the experimental groups received the training program based on direct pronunciation instruction while the second one received the training program based on indirect pronunciation instruction. The control group received the regular course. To find out the differences between the three groups and explore which mode of instruction was more effective than the other modes one-way ANOVA test and Scheffé multiple comparison test were used. The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental groups. The results also showed that although the participants in the indirect instruction group had progressed during the course, the direct instruction group outperformed them in the oral performance posttest. It is concluded that direct pronunciation instruction is more effective in enhancing accuracy and oral fluency than indirect one. Based on the findings, a set of recommendations and suggestions for further research are highlighted

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