Scholarly investigations into the challenges faced by English as a Second Language (ESL) learners in acquiring English pronunciation consistently highlight that these difficulties stem from disparities between the sound systems of the learners’ first language (L1) and the target language (Anis, 2021; Gilakjani & Ahmadi, 2011; Octarianni et al., 2024; Uyen & Diem, 2023). While these studies along with others contribute to our understanding of the inherent problems in phonology learning in a second language (L2) environment and their causes, they fail to encapsulate practical steps and processes in overcoming the problems. This chapter advocates for the immersion of poetry recitation into the teaching and learning of the English language sounds for learning efficiency in phonological skill acquisition.