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] |
| Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191964339 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Improving Perception of L2 Arabic Durational Contrasts: A Self-Paced Technology-Assisted Approach. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Algana%2C+Mashael%22">Algana, Mashael</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> msalmashael@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Hardison%2C+Debra+M%2E%22">Hardison, Debra M.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> hardiso2@msu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2026, Vol. 43 Issue 1, p4-25. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Computer+assisted+language+instruction%22">Computer assisted language instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Audiovisual+education%22">Audiovisual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Consonants%22">Consonants</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/calico-2024-0037 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 4 Subjects: – SubjectFull: Computer assisted language instruction Type: general – SubjectFull: Audiovisual education Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Self-regulated learning Type: general – SubjectFull: Consonants Type: general – SubjectFull: Time Type: general Titles: – TitleFull: Improving Perception of L2 Arabic Durational Contrasts: A Self-Paced Technology-Assisted Approach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Algana, Mashael – PersonEntity: Name: NameFull: Hardison, Debra M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 07427778 Numbering: – Type: volume Value: 43 – Type: issue Value: 1 Titles: – TitleFull: CALICO Journal Type: main |
| ResultId | 1 |
