Improving Perception of L2 Arabic Durational Contrasts: A Self-Paced Technology-Assisted Approach.
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| Title: | Improving Perception of L2 Arabic Durational Contrasts: A Self-Paced Technology-Assisted Approach. |
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| Authors: | Algana, Mashael1 (AUTHOR) msalmashael@gmail.com, Hardison, Debra M.2 (AUTHOR) hardiso2@msu.edu |
| Source: | CALICO Journal. 2026, Vol. 43 Issue 1, p4-25. 22p. |
| Subject Terms: | *Computer assisted language instruction, *Audiovisual education, *Second language acquisition, *Computer assisted instruction, *Self-regulated learning, *Consonants, Time |
| Abstract: | Previous research has demonstrated successful technology-assisted perception training involving segmental durational contrasts in Japanese for second-language learners. The current study investigated whether a short-term online training program could improve L1 English learners' perception of the contrastive duration of Arabic consonants (singletons vs. geminates). A total of 38 participants were assigned to one of three groups as follows: (a) auditory-visual (AV) training with waveforms as visual input; (b) auditory-only (A-only) training; and (c) control. The target singleton-geminate consonants were /t/, /k/, and /s/ followed by /a/ and /o/. All participants completed a multiple-choice pretest and post-test. Between these tests, the AV and A-only groups completed four online perception training sessions. After the post-test, they completed a test of generalization (TG) to novel stimuli. Before training, participants had greater difficulty identifying Arabic singletons versus geminates. After training, AV and A-only groups improved significantly in their identification accuracy of singletons. Identification of geminates also improved, although not to a significant degree. Improved perception of both singletons and geminates was maintained in the TG. The results provide valuable pedagogical insights for both instructors and learners of Arabic on short-term, self-paced, online perception training, which participants found convenient and helpful. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Previous research has demonstrated successful technology-assisted perception training involving segmental durational contrasts in Japanese for second-language learners. The current study investigated whether a short-term online training program could improve L1 English learners' perception of the contrastive duration of Arabic consonants (singletons vs. geminates). A total of 38 participants were assigned to one of three groups as follows: (a) auditory-visual (AV) training with waveforms as visual input; (b) auditory-only (A-only) training; and (c) control. The target singleton-geminate consonants were /t/, /k/, and /s/ followed by /a/ and /o/. All participants completed a multiple-choice pretest and post-test. Between these tests, the AV and A-only groups completed four online perception training sessions. After the post-test, they completed a test of generalization (TG) to novel stimuli. Before training, participants had greater difficulty identifying Arabic singletons versus geminates. After training, AV and A-only groups improved significantly in their identification accuracy of singletons. Identification of geminates also improved, although not to a significant degree. Improved perception of both singletons and geminates was maintained in the TG. The results provide valuable pedagogical insights for both instructors and learners of Arabic on short-term, self-paced, online perception training, which participants found convenient and helpful. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07427778 |
| DOI: | 10.3138/calico-2024-0037 |
