Phonetic Awareness and English Pronunciation Development: Perspectives of Graduate Pre-Service Teachers in Azad Jammu and Kashmir

Abstract

Aim of the Study: The study looks into the learning of English pronunciation by pre-service teachers through the lens of phonetics. It also examines views on phonetics and English pronunciation and provides examples of both the positive and negative aspects of using phonetics to learn English pronunciation. Methodology: This was qualitative research. It was conducted at the Mohi-ud-Din Islamic University, Nerian Sharif, Azad Jammu and Kashmir, Pakistan and involved 30 graduate pre-service teachers. The research was conducted from February to May 2026. The participants learned about the International Phonetic Alphabet (IPA) as well as English vowels and consonants. They also learned about other aspects of spoken English including stress, rhythm and intonation. They also learned about other aspects of spoken English. They also learned about other aspects of spoken English and did practice pronunciation. They also learned about other aspects of spoken English. They also learned about other aspects of spoken English. Findings: The researchers identified four major findings: participants become aware of English sounds, first language pronunciation influences spontaneous speech, participants became aware of sound difference and pronunciation, and participants became aware of articulation. Participants learned to monitor their pronunciation. Conclusion: The study demonstrated that using phonetics to learn English pronunciation is useful, but it does not ensure the learning of fluency in spoken English.