Pronunciation is a vital component of English language acquisition, significantly influencingstudents’ engagement in effective communication during. This study aims to explore the pronunciationchallenges encountered by first-year students who are not majoring in English in a university locatedin Hanoi. It identifies prevalent errors and explores the underlying factors contributing to thesedifficulties, including limited exposure to English, negative transfer f-rom Vietnamese phonetics, andinadequate instructional methods. Utilizing a quantitative research methodology, the results indicatethat students face significant difficulties with consonant pronunciation, word and sentence stress,as well as intonation adjustment. The findings highlight the importance of tailored pronunciationtraining in the curriculum and advocate for the adoption of effective teaching strategies, includingphonetic transcription and minimal pair drills. By addressing these challenges, educators canenhance students’ communicative competence and confidence in English language learning, pavingthe way for improved English language teaching practices.