Navigating the Soundscape: Challenges and Strategies for Enhancing Phonetic Skills for English Learners: A Study at Cihan University

This study investigates the phonetic challenges faced by Kurdish and Arabic EFL learners at
Cihan University in Erbil, Kurdistan. Employing a mixed-methods design, the research
combines quantitative analyses—using oral tests and questionnaires—with qualitative
insights derived from lecturer interviews to examine mispronunciation patterns and their
underlying causes. The findings reveal that learners struggle notably with vowel length,
consonant cluster epenthesis, and suprasegmental features (stress and intonation), largely
attributable to first-language interference and late exposure to English. Quantitative data
indicate that nearly all participants encountered difficulties in these areas, while qualitative
feedback underscores the importance of explicit phonetic instruction and the integration of
technology-enhanced tools. Furthermore, the study introduces a psychophonetic approach,
which fuses insights from psycholinguistics and phonology, to reframe traditional
pronunciation training. This innovative framework emphasizes perceptual training,
articulatory practice, and cognitive load reduction to help learners rewire their phonological
processing and improve speech production. The implications for EFL pedagogy are
significant: enhancing phonetic awareness and refining instructional strategies can boost
communicative competence and learner confidence. By offering a comprehensive analysis of
both the linguistic and cognitive dimensions of pronunciation challenges, this research
contributes evidence for curriculum design and teacher training initiatives, paving the way for
future studies in pronunciation pedagogy within diverse EFL contexts