PERCEIVED EFFECTIVENESS OF MULTIMODAL AUDIO-VISUAL INSTRUCTION IN DEVELOPING ENGLISH PRONUNCIATION AMONG LIBYAN UNIVERSITY EFL LEARNERS

Abstract

This study examines the perceived effectiveness of multimodal audio-visual instruction in supporting English pronunciation learning among EFL students at the University of Zawia, Libya. A mixed-methods design combined quantitative evidence from an eleven-item student questionnaire with qualitative evidence from semi-structured teacher interviews, Seventy-four valid questionnaires were analysed using frequencies, percentages, means, and standard deviations, while interviews with four English teachers were examined through thematic analysis, The questionnaire achieved acceptable internal consistency (Cronbach’s α = .719), The overall mean was 2.22 on a three-point scale, indicating a moderate level of perceived effectiveness, Students strongly associated audio and video with a more interesting classroom and with facilitated learning, but reported substantially less consistent classroom use by teachers, The interviews identified persistent challenges involving Arabic-language transfer, unfamiliar phonetic symbols, limited facilities, variable teacher readiness, and learner motivation, At the same time, teachers described audio-visual modelling, imitation, repetition, and out-of-class practice as useful mechanisms for raising phonological awareness and supporting clearer production, The findings reveal an implementation gap: learner acceptance and perceived pedagogical value are stronger than the systematic institutional use of audio-visual resources, The study recommends targeted teacher development, improved technical infrastructure, carefully designed pronunciation tasks, and future experimental research using objective pre- and post-measures of intelligibility, comprehensibility, segmental accuracy, and prosody.