Exploring English Pronunciation Challenges Faced by Pashto Speakers of Northern Areas in Pakistan

Abstract

This study investigates the English pronunciation challenges experienced by Pashto-speaking learners of the northern areas of Pakistan. The research focuses on how Pashto phonological and sociolinguistic features influence English sound production. A quantitative research design was adopted, and data were collected using a five-point Likert-scale questionnaire administered to secondary-level Pashto-speaking students. The questionnaire measured students’ awareness, difficulty level, confidence, and self-perception regarding English pronunciation. Data were analyzed descriptively using percentages, frequencies, and mean scores. Findings show that students face consistent difficulties with English consonants such as /θ/, /ð/, /v/, and /z/, as well as long vowels and consonant clusters. Most respondents strongly agreed that their mother tongue influences how they pronounce English words. The majority also reported low levels of confidence when speaking English in front of others. The study concludes that pronunciation challenges arise from phonological differences, weak exposure to English, limited instruction, and sociopsychological barriers. The paper recommends explicit pronunciation teaching, minimal-pair exercises, perception training, teacher development, and confidence-building activities.