Published Paper Details:

Phonetic transcription, particularly the use of the International Phonetic Alphabet (IPA), often feels abstract and disconnected from reality for learners of English. While transcription is essential for accurate pronunciation, stress placement, and linguistic clarity, students frequently perceive it as a memorization exercise filled with strange symbols that do not connect to their lived classroom experience. This paper proposes a conceptual framework to make transcription visual, engaging, and aligned with India's National Education Policy (NEP 2020). Drawing upon classroom anecdotes and learner challenges, the discussion introduces original concepts such as Symbol Overload, Transcription Blindness, Stress Drift, and the Pronunciation-Perception Gap. To address these challenges, the paper presents a range of visual pedagogical tools, including waveforms, error heatmaps, and mind maps, that help students "see" sounds and overcome their fear of transcription. Real-life examples from undergraduate classrooms illustrate how simple innovations can transform confusion into clarity. By aligning transcription pedagogy with NEP 2020's focus on experiential learning and technology integration, this paper argues that phonetic transcription can move from being a dreaded skill to a meaningful pathway for student empowerment, employability, and future academic growth. The conclusion highlights the broader relevance of this approach for UGC and educational reforms, suggesting that reimagining transcription as a visual practice can make it both accessible and enjoyable for learners.