In spite of the long history of teaching English in the Arab world, little interest has been shown to English teachers. They usually consider teaching pronunciation in the EFL Arab classroom is less important than the other language skills such as reading and writing skills. This research is guided for three objectives. First: to describe the impact of pronunciation on the communication process in the classroom. Second: to illustrate the role of teaching segmental and suprasegmental features in the EFL classroom. Third: to provide some of classroom strategies through propounding some of pedagogical implications. The researchers depend on the secondary data sources. The researchers also suggested some pedagogical implications and recommendations for further research. Through second data analysis, the researchers tried to figure out the reasons that led to inefficiency in pronunciation among the Arab learners, to trace the effects of wrong pronunciation on the communication process. As l