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Arabs often mispronounce many sounds of English due to a lack of exposure to English as a foreign language. This research article focuses on pronunciation problems encountered by Arab undergraduate EFL learners. It uses questionnaires, recorded speech samples, and pronunciation tests as part of its methodology to analyze learners’ performance orally through repetition drills to help participants articulate the sounds of English through Blackboard Collaborate Ultra Learning Management System. This research emphasizes the main question on the common problems encountered by EFL undergraduates with pronunciation skills. The study aims to train the students with pronunciation tests and phonemic inventory by repetition and imitation to overcome pronunciation miscues and fossilized miscues to enhance their pronunciation. This study is significant because it proposes feasible pedagogical techniques for imparting English sounds and initiating the learners to produce and acquire sounds more accurately, which will help Arab undergraduate EFL learners with their pronunciation problems. To achieve this goal, it proposes feasible pedagogical techniques to impart sounds of English and initiate the learners to produce and acquire sounds more accurately. One of the main findings of this research revealed that our EFL undergraduates have improved in their pronunciation through constant motivation and willingness to participate in the designed tests through Blackboard. Recommendations for further research would be on phonological awareness as an aid in learning EFL
Jahara et al. (Fri,) studied this question.