Impact of Teaching Phonology on Secondary School Students' Spoken English in Ekiti East Local Government Area, Ekiti State

English is the global lingua franca, serving as the primary medium of instruction in Nigerian secondary schools and a crucial skill for academic and professional success. However, many students struggle with spoken English proficiency due to poor phonological instruction, native language interference, and limited access to teaching resources. Effective phonology instruction, which focuses on pronunciation, intonation, and articulation, is essential for improving students’ spoken English competence. Despite its importance, phonology remains an overlooked aspect of English language teaching in many Nigerian schools, leading to persistent communication challenges among students. The objectives of the study; assessing students' level of spoken English proficiency, examining the methods and approaches used in teaching phonology, identifying challenges encountered by both teachers and students, evaluating the impact of phonological instruction on students’ spoken English proficiency and recommending effective strategies for improvement.A descriptive survey research design was adopted for this study. Data were collected through a structured questionnaire administered to secondary school teachers and students in Ekiti East Local Government Area. The questionnaire measured various aspects; students' confidence in speaking English, the effectiveness of phonology instruction, teaching methodologies, and the availability of instructional materials. The responses were analysed using statistical tools to identify patterns and relationships between phonology instruction and students' spoken English proficiency. The findings revealed that many students lack confidence in speaking English fluently, with native language interference significantly affecting their pronunciation. Teachers acknowledged incorporating phonology lessons but reported challenges such as inadequate training and limited access to audiovisual resources. The study further highlighted that student who participated in phonological drills, real-life pronunciation exercises, and digital learning methods exhibited improved spoken English proficiency. Moreover, a supportive learning environment, where teachers correct pronunciation errors constructively, plays a vital role in students' language development.