English language learning and teaching as a second language (L2) is a burgeoning global industry. The Philippines is recognized as a high-quality provider of English language education, attracting students who are not natural English speakers. This article examined the detection of front vowel sounds by beginner foreign learners using the International Phonetic Alphabet (IPA). The effect of front vowel recognition on foreign learners' sound production and recognition was examined. The study used a survey research design to interview selected Taiwanese and Japanese respondents to ascertain their most frequent errors as novice foreign language learners and to evaluate whether their sound output is influenced by their sound recognition. This article suggests that sound recognition improves beginner foreign language learners' communication skills, and that sufficient knowledge of the front vowel sound results in more intelligible discourse. The study's findings indicated that novice foreign language learners have a difficult time recognizing vowel sounds. Both foreign learner groups had difficulty recognizing front vowel sounds, which had a profound effect on sound output. Taiwanese and Japanese learners have varying levels of sound recognition. Foreign novice learners have difficulty distinguishing front vowel sounds, which affects their ability to produce words. Foreign learners cannot achieve right word formation until they have mastered correct sound recognition. We urge that proper teaching methods be used to ensure that international learners in the Philippines acquire correct sound recognition. Teachers must engage learners in enjoyable and participatory activities that help them increase their capacity to recognize sounds. Comprehensible communication is only possible when a student correctly recognizes and creates the sound.