<![CDATA[This study aimed to identify orthographic errors based on the Qawāʿid Khamsah, determine the rules most frequently associated with errors, and develop the OEA-Lab Model (Audio-Laboratory-Based Evaluative Orthography Model). A pre-experimental, one-group pretest–posttest design was employed with 25 Arabic Language Education students, who completed 337 lexical items presented through 29 audio files covering Hamzah, Alif, Ḥażf, Ziyādah, and Waṣl-Faṣl. The mean score increased from 83.28 to 87.03 on the posttest. Because the difference scores deviated significantly from normality (Shapiro–Wilk W = 0.904, p = .023), the Wilcoxon signed-rank test was used to examine the difference between pretest and posttest scores. which indicated a statistically significant improvement, Z = −4.382, p < 0.001, with a large effect size, r = 0.619, and all 25 participants demonstrated improvement. Internal consistency of the 337 dichotomously scored items was acceptable, with KR-20 = 0.853 (pretest) and 0.841 (posttest). The highest pretest error rate occurred in Ziyādah (Hāʾ Saktah), at 31.45%, followed by Hamzah, at 14.14%. However, in terms of the proportion of all errors, Hamzah accounted for the largest share (35.13%). The findings suggest that diagnostically structured, audio-based dictation, rather than text copying, can produce measurable improvements in orthographic accuracy, positioning imlāʾ as a diagnostic-remedial instrument.]]>
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