The objective of the study was to further understand the situation of teaching English
pronunciation in Jordanian classrooms as it has a major impact on speaking skills of students
and affects their employability in the future. Several instruments were used to reach a full
understanding of the context of the study. Data gathered through questionnaires, semistructured
interviews with supervisors, national test scores and examination of video-recorded
classes, was analyzed and triangulated to reach the findings. The instruments were validated,
and their reliability was proved. Findings indicated that teachers in the sample were at A2 or
B1 phonological capacity according to the CEFR phonological scale. Teachers’ limited
capacities had a direct impact on the achievement of their students, as 8th graders of the entire
country achieved less in speaking tests than in reading and writing. Teachers, therefore
indicated need for further capacity building on the teaching of pronunciation.