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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Applied Linguistics (IJAL)
Hamzah, Mohd Hilmi
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Education Languange, Linguistic, Communication & Media

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The production of the English stop voicing contrast by Arab L2 speakers of English Hamzah, Mohd Hilmi; Madbouly, Ahmed Elsayed Samir; Halim, Hasliza Abdul; Abdullah, Abdul Halim
Indonesian Journal of Applied Linguistics Vol 10, No 2 (2020): Vol. 10, No. 2, September 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i2.28615

Abstract

The English voiceless stop /p/ and voiced stop /ɡ/ are absent in the consonant inventory of Arabic. This difference provides a fertile ground for empirical research in L2 speech learning among Arab L2 speakers of English. The current study, therefore, aims to explore the English stop voicing contrast as produced by Arab native speakers. Focusing on Voice Onset Time (VOT) as an acoustic parameter, the study seeks to examine the extent to which (1) Arab L2 speakers of English maintain the English stop voicing contrast for /p-b/ and /k-ɡ/, and (2) the L2 VOT continuum by Arab L2 speakers follows or deviates from the L1 VOT continuum in English. The acoustic phonetic experiment involved elicited materials of /p-b/ and /k-ɡ/ from four male native speakers of Arabic. The tokens were recorded in isolation (utterance-initial position) and in a carrier sentence (utterance-medial position). The data were then acoustically analysed following standard segmentation, annotation and measurement criteria. Results reveal that the Arab L2 speakers can, to a large extent, maintain the English stop voicing contrast across all places of articulation, with voiced stops usually being produced with “normal” negative VOT (prevoicing) and voiceless stops usually being produced with “normal” positive VOT and also accompanied with aspiration in the long-lag region. There are also exceptional cases of “abnormal” negative VOT (prevoicing) for voiceless stops and “abnormal” positive VOT (devoicing) for voiced stops, with an extremely larger number of devoiced tokens for voiced stops in comparison to prevoiced tokens for voiceless stops. The results accord well with the Speech Learning Model’s prediction that phonetically “new” sounds are relatively easier to learn than phonetically “similar” sounds. The conclusion is drawn that languages sharing the same sound contrast may exhibit different phonetic implementations in marking a phonological contrast.
Corrective feedback on essay writing: English as second language teachers’ and students’ perspectives Yaseen, Muhammad; Hamzah, Mohd Hilmi; Harun, Minah
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.26890

Abstract

Many studies have examined how written corrective feedback (WCF) can raise English as a foreign language (EFL) students’ understanding of language concepts. However, not much is known about how students’ perceptions and preferences could influence the effects of WCF. This study examined how Secondary School Certificate (SSC) students and teachers in Pakistan International School, Saudi Arabia, felt about WCF in writing classes. It aimed to identify the WCF aspects of the target language the students preferred. A questionnaire survey was distributed to 30 SSC-level EFL students and 10 teachers at the school who participated voluntarily in the study. The findings revealed that the students had sympathetic perspectives despite having preferences for WCF. They mainly believed that WCF might help them enhance their language knowledge and writing abilities. Through WCF, they learned what to avoid and how to write better. The teachers also found WCF helpful in enhancing the basic understanding of the target language. The findings showed that the students and teachers believed direct WCF to be the most effective technique for improving the former’s writing abilities, followed by indirect strategies such as underlining errors or providing codes. The research was considered relevant and pertinent as it addressed diverse aspects of WCF.
Co-Authors Abdullah, Abdul Halim Harun, Minah Hasliza Abdul Halim, Hasliza Abdul Madbouly, Ahmed Elsayed Samir Yaseen, Muhammad