THE PURPOSE OF THIS STUDY WAS TO REVEAL THE POSSIBLE EFFECT OF EFL TEACHERS' FACIAL EXPRESSIONS ON S' UNDERSTANDING OF TRUE PRONUNCIATION PATTERNS. THE STUDY TRIED TO SHED LIGHT ON DIFFERENT FACTORS AFFECTING THE AMOUNT OF PHONETIC INPUT RECEIVED BY EFL LEARNERS REGARDING GENDER AND PROFICIENCY LEVEL. THE FOCUS OF THE STUDY WAS ON PRONUNCIATION OF THE CONSONANT 'TH' BOTH VOICED AND VOICELESS, DIPHTHONGS; AND OTHER VOWEL AND CONSONANT PRONUNCIATIONS THROUGH PRESENCE AND ABSENCE OF TEACHERS' FACIAL EXPRESSION IN ENGLISH CLASSES. IN THE FIRST STAGE OF THE STUDY A GROUP OF 92 EFL LEARNERS WERE GIVEN THE OPT TEST (OXFORD PLACEMENT TEST) TO BE HOMOGENIZED BASED ON THEIR PROFICIENCY LEVEL; NAMELY, ELEMENTARY, INTERMEDIATE. LATER ON, THE EFL LEARNERS WERE INTERVIEWED BY THE RESEARCHER TO GET A SCORE FOR THEIR PRONUNCIATION ACCURACY AS THE PRETEST. THE MEAN SCORE AND STANDARD DEVIATION OF THE TEST WERE GAUGED FOR BOTH LEVEL PARTICIPANTS GROUPS TO BE COMPARED WITH THE RESULTS GAINED FROM THE POSTTEST. THE RESULTS GAINED PROVED THAT EFL LEARNERS IN THE ELEMENTARY LEVEL BENEFITED FROM TEACHERS' FACIAL EXPRESSION MORE THAN INTERMEDIATE EFL LEARNERS.