Abstract: The study determined the relationship of English teachers’ proficiency and approaches and students’ acquisition of phonological English language learning. This generally ferreted out the significance of teachers’ practices in teaching English language and their approaches in using the language that impact the students’ phonological English language learning. This anyhow observed teachers’ language fluency through their grammatical accuracy and sound production that were quite crucial in students’ language learning aside from the fact that educators’ approaches manifest and become a huge influence in students’ learning.