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Quantitative Analysis of Error Performance in the Production of Hausa Vowels among Yoru'ba´-Hausa L2 Learners in South-West, Nigeria

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Title: Quantitative Analysis of Error Performance in the Production of Hausa Vowels among Yoru'ba´-Hausa L2 Learners in South-West, Nigeria
Language: English
Authors: Sale Maikanti
Source: Indonesian Journal of English Language Teaching and Applied Linguistics. 2025 10(2):337-358.
Availability: Indonesian Journal of English Language Teaching and Applied Linguistics. English Department, Faculty of Education and Teacher Training, State Islamic Institute of Samarinda, Indonesia. e-mail: ijeltalj@gmail.com; Web site: https://ijeltal.org/index.php/ijeltal
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, African Languages, Second Language Learning, Error Patterns, Vowels, Gender Differences, Institutional Characteristics, College Students, Pronunciation, Environmental Influences, Interference (Language), Language Skills, Native Speakers
Geographic Terms: Nigeria
ISSN: 2527-6492
2527-8746
Abstract: This empirical study examined error performance in Hausa vowel production by Yoru`ba´ speakers, using a quantitative approach. The aim was to compare two groups in the final-year National Certificate in Education in producing Hausa shared and unshared vowels, and to assess gender and institutional differences across five colleges (ABK, ACE, IKR, ORO, and ORO) to determine whether significant variation exists in the first and second syllables. A cross-sectional design was employed with 110 Yoruba-speaking participants aged 18 and above who were learning Hausa in the five colleges of education in southwestern Nigeria, selected purposively. Stimuli were drawn from the Online Hausa-English Dictionary, questionnaires were administered, and production tasks were audio-recorded. Data were analyzed with independent t-tests and ANOVA in line with Flege and Bohn's Revised Speech Learning Model (SLM-r). Results show that the t-test p-values are not significant in the first syllable (p > 0.482) and the second syllable (p > 0.051), while producing vowel length. When comparing the genders, the first syllable remained non-significant (p > 0.042). In contrast, the second syllable showed a significant difference between males and females (p < 0.004), indicating gender effects on vowel production in the second syllable. Across five schools, ANOVA yielded a highly significant overall difference (p = 0.000), with mean scores ranging from a low of 7.191 to a high of 23.58, suggesting vartiability in performance by institution. The study attributes such errors to linguistic, environmental, and L1 influence factors. The Hausa language teachers should focus on vowels with high error rates to improve second-language intelligibility.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482280
Database: ERIC
FullText Text:
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  Data: Indonesian Journal of English Language Teaching and Applied Linguistics. English Department, Faculty of Education and Teacher Training, State Islamic Institute of Samarinda, Indonesia. e-mail: ijeltalj@gmail.com; Web site: https://ijeltal.org/index.php/ijeltal
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  Data: This empirical study examined error performance in Hausa vowel production by Yoru`ba&#180; speakers, using a quantitative approach. The aim was to compare two groups in the final-year National Certificate in Education in producing Hausa shared and unshared vowels, and to assess gender and institutional differences across five colleges (ABK, ACE, IKR, ORO, and ORO) to determine whether significant variation exists in the first and second syllables. A cross-sectional design was employed with 110 Yoruba-speaking participants aged 18 and above who were learning Hausa in the five colleges of education in southwestern Nigeria, selected purposively. Stimuli were drawn from the Online Hausa-English Dictionary, questionnaires were administered, and production tasks were audio-recorded. Data were analyzed with independent t-tests and ANOVA in line with Flege and Bohn&#39;s Revised Speech Learning Model (SLM-r). Results show that the t-test p-values are not significant in the first syllable (p &gt; 0.482) and the second syllable (p &gt; 0.051), while producing vowel length. When comparing the genders, the first syllable remained non-significant (p &gt; 0.042). In contrast, the second syllable showed a significant difference between males and females (p &lt; 0.004), indicating gender effects on vowel production in the second syllable. Across five schools, ANOVA yielded a highly significant overall difference (p = 0.000), with mean scores ranging from a low of 7.191 to a high of 23.58, suggesting vartiability in performance by institution. The study attributes such errors to linguistic, environmental, and L1 influence factors. The Hausa language teachers should focus on vowels with high error rates to improve second-language intelligibility.
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  Data: 2025
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  Data: EJ1482280
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 337
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: African Languages
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Error Patterns
        Type: general
      – SubjectFull: Vowels
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Pronunciation
        Type: general
      – SubjectFull: Environmental Influences
        Type: general
      – SubjectFull: Interference (Language)
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Native Speakers
        Type: general
      – SubjectFull: Nigeria
        Type: general
    Titles:
      – TitleFull: Quantitative Analysis of Error Performance in the Production of Hausa Vowels among Yoru'ba´-Hausa L2 Learners in South-West, Nigeria
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              M: 01
              Type: published
              Y: 2025
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