<![CDATA[English pronunciation continues to be a persistent challenge for many Saudi adult learners of English as a foreign language (EFL). This paper reviews eleven recent studies published between 2024 and 2025 that examine the phonetic errors made by Saudi adult EFL learners. The review identifies three main themes across these studies. The first theme identifies the most frequently reported mispronunciations: consonant substitutions for sounds absent in Arabic, vowel and diphthong confusions, silent?letter mispronunciations, and consonant cluster simplifications, as well as difficulties with stress, rhythm, and intonation. Second, the studies point to three categories of contributing factors: linguistic transfer from Arabic and orthographic interference, psychological barriers such as anxiety and low confidence, and pedagogical gaps including limited teacher training and an exam?focused curriculum. The third theme examines the most common research instruments, including oral production tasks and IPA transcription, with a gradual shift toward acoustic analysis using Praat and mixed?methods designs. The review concludes that Saudi learners' pronunciation errors are systematic and can be addressed through explicit instruction that targets both segmental and suprasegmental features, supported by improved teacher training and institutional commitment.]]>
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