An Evaluation of Pronunciation Instructions in Algerian Middle School EFL Coursebooks in Light of the Competency-Based Approach: The Case of My Book of English Fourth Year Middle School.

Abstract

In English as a Foreign Language (EFL) settings, accurate pronunciation is fundamental for an effective language acquisition affecting learners' confidence, intelligibility and communicative success in real-life contexts. However, pronunciation instructions in the Algerian EFL coursebook receive limited attention and remain inadequately addressed. This study explores how pronunciation instructions are integrated into the official fourth year middle school coursebook My Book of English, and the extent to which they align with the principles of the Competency-Based Approach (CBA). A mixed-methods approach was adopted, combining a structured questionnaire distributed to 21 EFL teachers, with content analysis of the coursebook. The questionnaire explored fourth year middle school teachers’ perceptions of the adequacy, clarity, and effectiveness of these components. The coursebook analysis examined the pedagogical design of pronunciation components. Findings indicate that while pronunciation tasks are present, they are often mechanical, inconsistently implemented, and poorly integrated into communicative contexts, with an uneven focus on supra-segmental features. Teachers also reported limited training and a lack of resources to teach pronunciation effectively. The study concludes that coursebook content should be revised to include more communicative, interactive, and multimodal pronunciation instructions. Furthermore, recommendations include the integration of audio-visual aids, context-based practice, and increased teacher training. Overall, the study offers practical insights for curriculum developers, coursebook authors, and teacher educators aiming to enhance pronunciation instructions in Algerian EFL contexts.