ARAB EFL PRONUNCIATION PROBLEMS AS

PERCEIVED BY ASR APPLICATION

Chapter (1)

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Introduction
The increasing interest for technology use in daily existence fills some needs, one of
which being in instruction as an approach to work with educating and learning. It is important to
utilize technology, particularly in the foreign language classroom where there is restricted time
for openness to and practice of the objective language. In this way, language learners need to pay
attention to and work on utilizing the objective language all the more frequently in a tranquil
environment. The significant factor in learning any language is having the option to
communicate in that language in a clear way. In assisting students with accomplishing this,
utilizing classroom-based technology like automatic speech recognition (ASR) to show English
pronunciation has a positive effect on an individual's results and execution (Chapella, 2017). It
gives true material, for example, local speakers' pronunciation of the objective language, and
simultaneously permits the students to pay attention to and practice their pronunciation in a
pleasant setting; it additionally gives every individual learner quick adjustments and criticism,
which is hard to accomplish in class with an enormous number of students.

The increased utilization of automatic speech recognition (ASR) is presently a significant

component in instructing pronunciation. Many examinations prescribe its utilization as crucial
for the interaction because of the advantages it offers learners (Chapelle, 2017; McCrocklin,
2014). For example, ASR technology offers the educator the chance to find every individual
Arab EFL learner's problems with pronunciation. Besides, utilizing automatic speech recognition
(ASR) gives every Arab EFL understudy the opportunity to rehearse pronunciation, recognize
botches and get criticism from a local speaker. It gives a calm environment that urges the
students to communicate in the objective language and propels them to take part. These
advantages assist the Arab EFL students during the time spent learning English pronunciation.
Eventually, it assists them with working on their pronunciation and their general oral skills.

Moreover, clear and accurate pronunciation will prompt better arrangement and make
correspondence easier, whereas helpless pronunciation can misdirect the audience and make
appreciation troublesome (Eskenazi, 2015). Arab EFL Learners' helpless pronunciation is a
boundary to communicating in the objective language successfully; hence, the learners
concentrate on endeavors to master pronunciation (McCrocklin, 2014). There are a few reasons

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for learners' helpless pronunciation, which incorporate native language impedance and phonetic
framework contrasts.

This review focuses on Arab EFL Pronunciation Problems as perceived by ASR

application. While the Arabic phonetic framework incorporates 32 consonants sounds and 8
vowel sounds, the English comparable has 24 consonant sounds and 22 vowel sounds (Abdou et
al., 2019, p. 371). Also, such contrasts between the native language and the objective language
are viewed as problems for learners, particularly in learning pronunciation. The impedance of the
primary language (Arabic) on the foreign language (English) is viewed as one of the variables
that mess up Arab learners as a general rule, as is the case for Arab learners, which lead them to
experience issues in mastering and delivering accurate English pronunciation.

This issue frustrates correspondence in the objective language and deters them from
rehearsing and communicating in English. Thusly, this review researches Arab EFL
pronunciation problems as perceived by ASR application. The fundamental issue identifies with
the English sounds that don't exist in the Arabic phonetic framework. Subsequently, teachers
should make the students mindful of those distinctions and assist them with beating their
pronunciation blunders. An effective learner requires legitimate preparing in those distinctions.
As indicated by Kenworthy (2010, p. 4), six components influence pronunciation precision. First
are the phonetic framework contrasts between the primary language and the objective language.
The second is the learner's age, as more youthful learners learn faster that grown-ups. Third is the
measure of openness to the objective language. Fourth is the learner's phonetic capacity, which
permits him to separate between sounds. The fifth factor is the learner's disposition and
character, and 6th is the learner's inspiration and want to create great pronunciation.

Three of these variables can be addressed utilizing automatic speech recognition (ASR)
programming, which can give the assist students with requiring in effective pronunciation
learning: (a) it gives students a few preparing activities and drills that make them mindful of the
sound contrasts between the first language and the objective language; (b) it offers learners
openness to the objective language; and (c) it gives practice exercises, revision and criticism that
will empower the students to separate between the sound contrasts. Subsequently, joining PC

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assisted language learning (CALL) programming in the classroom can work on students'
pronunciation, as utilizing automatic speech recognition (ASR) programming to show
pronunciation will give the students real materials and exercises by paying attention to local
speakers, recognizing students' pronunciation problems and giving remedy and criticism.
Subsequently, this will assist the students' learning cycle, lead them to create accurate English
pronunciation and assist them with becoming autonomous learners. Students' rehearsing and
finishing drills by themselves likewise saves the teacher time (Kenworthy, 2010).

Statement of the Problem

Integrating automatic speech recognition (ASR) application may help students improve
their English pronunciation. Taking advantage of the application’s features, such as drills,
correction and feedback, may help students reduce pronunciation errors related to the transfer of
Arabic sounds to their English speech production. In addition, implementing automatic speech
recognition (ASR) application in the teaching and learning environment will provide learners
with examples of authentic pronunciation by native English speakers. In this study, ASR
application is used for to evaluate their pronunciation proficiency levels before and after using
the application.
The lack of knowledge of correct pronunciation of the word may cause problems which
may lead to poor written and spoken language. There are negative results in outputs of
Automated Speech Recognition (ASR) technology; therefore, this effect should be avoided as
much as possible by developing the pronunciation.

Significance of the study

The purpose of the study is to investigate Arab EFL pronunciation problems as perceived
by ASR application in prince Sattam bin Abdulaziz University in Alkharj city. The issue of
learning pronunciation of English words is of great importance. Students find it difficult to
pronounce some words. This might be the result of learning English without enough knowledge
or awareness. The study will investigate the students’ common mistakes in the pronunciation of
some words.

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Objectives of the studies:
The study aims to:
 Classify some of the common mistakes in the pronunciation of some words.
 Develop English language learning methods so that they have a more positive effect on
pronunciation.
 Realize that the incorrect pronunciation leads to incorrect writing and misunderstanding.

Question of the study

 What are the Arab EFL Pronunciation Problems as perceived by ASR Application?
 To what extent is ASR effective in Evaluating EFL Learners Pronunciation Errors?

Study Hypothesis
1. ASR application is effective in Evaluating Arab EFL Learners Pronunciation Errors.
2. ASR application is not effective in Evaluating Arab EFL Learners Pronunciation Errors.

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References:

1. Chapelle, C. (2017). Computer applications in second language acquisition: Foundations for

teaching, testing, and research. Cambridge: Cambridge University Press.
https://doi.org/10.1017/CBO9781139524681
2. McCrocklin, S. (2014). The potential of Automatic Speech Recognition for fostering
pronunciation learners' autonomy (Doctor dissertation). Iowa State University. [Online]
Available: http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4909&context=etd (February
13, 2017
3. Eskenazi, M. (2015). Using automatic speech processing for foreign language pronunciation
tutoring: Some issues and a prototype. Language Learning & Technology, 2(2), 62–76.
4. Abdou, S., Rashwan, M., Al-Barhamtoshy, H., Jambi, K., & Al-Jedaibi, W. (2019). Speak
Correct: A Computer Aided Pronunciation Training System for Native Arabic Learners of
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5. Kenworthy, J. (2010). Teaching English pronunciation. Harlow, U. K.: Longman.
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