From Errors to Engagement: Gamification and Digital Tools in Teaching English Pronunciation to Arabic Speakers
Article Sidebar
Published:
Aug 1, 2025
Keywords:
Gamification,
interlingual errors,
intralingual errors,
phonological errors,
phonological pedagogy
Main Article Content
Rama Mohamed Kamal Ahmad Rustom
Alzahraa Mandour Sayed
Abstract
Background of the Study: This study investigates the phonological errors in English pronunciation made by Egyptian university students whose first language is Arabic (L1). These errors are shaped by both first language interference and internal L2 challenges.
Aims and Scope of the Paper: The research categorizes errors into interlingual and intralingual types and emphasizes pedagogical strategies tailored to these challenges, with a specific focus on gamification and technology enhanced learning.
Methods: Data were collected through classroom observations and recorded speech samples from English language lectures. The recordings were transcribed and analyzed. Interlingual errors included vowel length confusion, consonant substitution, and cluster reduction, while intralingual errors involved overgeneralization and incorrect stress placement.
Result: The findings provided authentic insight into learners' spoken interactions. Phonological patterns influenced by Arabic L1 and internal misapplication of English phonological rules were clearly identified and analyzed. Gamified strategies were proposed as targeted interventions.
Conclusion: This study highlights the importance of integrating creative digital tools such as pronunciation based apps, rhythm based games, and role-play tasks into pronunciation instruction. These tools help transform error correction into a more dynamic and learner centered experience. The study contributes a practical model for improving phonological competence among Arabic-speaking EFL learners through innovative, evidence-based pedagogy.
Article Details
Section
Articles
References
Alshalaan, K. (2020). A comparison between English and Arabic sound systems regarding places of articulation. OALib, 7(5), 1–7. https://doi.org/10.4236/oalib.1105679
Azzahra, F., & Prayogo, J. A. (2022). Development of Flipbook Based Module as Learning Media on a Phonology Course Pengembangan Modul Berbasis Flipbook Sebagai Media Pembelajaran pada Mata Kuliah Phonology. Journal of Language, Literature, and Arts, 2(10), 1442. https://doi.org/10.17977/um064v2i102022p1428-1452
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511667206
Corder, S. P. (1974). Error analysis. In J. P. B. Allen & S. P. Corder (Eds.), Techniques in applied linguistics: The Edinburgh course in applied linguistics (Vol. 3, pp. 122–154). Oxford University Press.
Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). Assessing lexical proficiency using indices of lexical diversity, sophistication, and density in automated evaluation tools. TESOL Quarterly, 50(4), 900–923. https://doi.org/10.1002/tesq.260
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. https://doi.org/10.2307/3588486
Dulay, H. C., & Burt, M. K. (1974). Errors and strategies in child second language acquisition. https://doi.org/10.2307/3585536
Ellis, R. (1990). Instructed Second Language Acquisition. Basil Black Well. https://doi.org/10.1093/applin/13.2.228
Ellis, R. (1994). The study of second language acquisition. Oxford University Press. https://doi.org/10.5785/10-1-248
Ellis, R. (2015). Understanding Second Language Acquisition (2nd ed.). Oxford University Press. https://doi.org/10.1016/j.system.2017.07.013
Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language. Department of Education, Training, and Youth Affairs. https://doi.org/10.13140/RG.2.1.5022.5128
Hsin, S. (2003). Understanding learner errors in English as a second language. Journal of Language and Linguistics, 3(2), 100–115. https://doi.org/10.1558/jazz.2002.1.1.23
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press. https://doi.org/10.1093/elt/54.1.76
Khansir, A. A. (2012). Error Analysis and Second Language Acquisition. Theory and Practice in Language Studies, 2(5). https://doi.org/10.4304/tpls.2.5.1027-1032
Kim, I. J. (1989). A contrastive analysis of English and Korean. The Journal of the Applied Linguistics Association of Korea, 2(1), 45–70. https://doi.org/10.1111/j.1467-
Lantolf. (2000). An examination of Vygotsky ’ s socio-cultural theory in second language acquisition : the role of higher order thinking enhancing techniques and the EFL learners ’ use of private speech in the construction of reasoning. Asian-Pacific Journal of Second and Foreign Language Education, 1–25. https://doi.org/10.1186/s40862-016-0022-7
Levis, J., & Cortes, V. (2008). Written voice, spoken voice: The role of context in learner responses to written corrective feedback. System, 36(4), 517–533. https://doi.org/10.1016/j.system.2008.03.004
Rajan, P. B., Makarevicius, A., & Harttrup, P. (2024). Exploring Arabic Learners’ English Errors: Interlingual vs Intralingual Analysis and Remedial Teaching Strategies. Intralingual Analysis and Remedial Teaching Strategies. Academicus International Scientific Journal, 30, 126–137. https://doi.org/10.7336/academicus.2024.30.09
Richards, J. C. (1971). A non-contrastive approach to error analysis. English Language Teaching Journal, 25(3), 204–219. https://doi.org/10.1093/elt/XXV.3.204
Richards, J. C., & Schmidt, R. (2013). Longman Dictionary of Language Teaching and Applied Linguistics (4th ed.). Routledge. https://doi.org/10.4324/9781315833835
Schachter, J. (1974). An error in error analysis. Language Learning, 24(2), 205–214. https://doi.org/10.1111/j.1467-1770.1974.tb00502.x
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(3), 209–231. https://doi.org/10.1515/iral.1972.10.1-4.209
Sykes, J. M., & Reinhardt, J. (2013). Language at play: Digital games in second and foreign language teaching and learning. In Pearson Education (Vol. 17). https://doi.org/10.4324/9781315847124
Wiese, R. (2006). Phonology: Overview. In Elsevier eBooks (pp. 562–564). https://doi.org/10.1016/b0-08-044854-2/00035-3
Zhang, L. J., & Rahimi, M. (2020). Vygotskian sociocultural theory and erroranalysis: Understanding learners’ errors for improved teaching and learning. Language Teaching Research, 24(3), 297–312. https://doi.org/10.1002/9781118133880.hop207006
Article Sidebar
interlingual errors,
intralingual errors,
phonological errors,
phonological pedagogy
Main Article Content
Rama Mohamed Kamal Ahmad Rustom
Alzahraa Mandour Sayed
Abstract
Background of the Study: This study investigates the phonological errors in English pronunciation made by Egyptian university students whose first language is Arabic (L1). These errors are shaped by both first language interference and internal L2 challenges.
Aims and Scope of the Paper: The research categorizes errors into interlingual and intralingual types and emphasizes pedagogical strategies tailored to these challenges, with a specific focus on gamification and technology enhanced learning.
Methods: Data were collected through classroom observations and recorded speech samples from English language lectures. The recordings were transcribed and analyzed. Interlingual errors included vowel length confusion, consonant substitution, and cluster reduction, while intralingual errors involved overgeneralization and incorrect stress placement.
Result: The findings provided authentic insight into learners' spoken interactions. Phonological patterns influenced by Arabic L1 and internal misapplication of English phonological rules were clearly identified and analyzed. Gamified strategies were proposed as targeted interventions.
Conclusion: This study highlights the importance of integrating creative digital tools such as pronunciation based apps, rhythm based games, and role-play tasks into pronunciation instruction. These tools help transform error correction into a more dynamic and learner centered experience. The study contributes a practical model for improving phonological competence among Arabic-speaking EFL learners through innovative, evidence-based pedagogy.
Article Details
References
Alshalaan, K. (2020). A comparison between English and Arabic sound systems regarding places of articulation. OALib, 7(5), 1–7. https://doi.org/10.4236/oalib.1105679
Azzahra, F., & Prayogo, J. A. (2022). Development of Flipbook Based Module as Learning Media on a Phonology Course Pengembangan Modul Berbasis Flipbook Sebagai Media Pembelajaran pada Mata Kuliah Phonology. Journal of Language, Literature, and Arts, 2(10), 1442. https://doi.org/10.17977/um064v2i102022p1428-1452
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511667206
Corder, S. P. (1974). Error analysis. In J. P. B. Allen & S. P. Corder (Eds.), Techniques in applied linguistics: The Edinburgh course in applied linguistics (Vol. 3, pp. 122–154). Oxford University Press.
Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). Assessing lexical proficiency using indices of lexical diversity, sophistication, and density in automated evaluation tools. TESOL Quarterly, 50(4), 900–923. https://doi.org/10.1002/tesq.260
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. https://doi.org/10.2307/3588486
Dulay, H. C., & Burt, M. K. (1974). Errors and strategies in child second language acquisition. https://doi.org/10.2307/3585536
Ellis, R. (1990). Instructed Second Language Acquisition. Basil Black Well. https://doi.org/10.1093/applin/13.2.228
Ellis, R. (1994). The study of second language acquisition. Oxford University Press. https://doi.org/10.5785/10-1-248
Ellis, R. (2015). Understanding Second Language Acquisition (2nd ed.). Oxford University Press. https://doi.org/10.1016/j.system.2017.07.013
Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language. Department of Education, Training, and Youth Affairs. https://doi.org/10.13140/RG.2.1.5022.5128
Hsin, S. (2003). Understanding learner errors in English as a second language. Journal of Language and Linguistics, 3(2), 100–115. https://doi.org/10.1558/jazz.2002.1.1.23
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press. https://doi.org/10.1093/elt/54.1.76
Khansir, A. A. (2012). Error Analysis and Second Language Acquisition. Theory and Practice in Language Studies, 2(5). https://doi.org/10.4304/tpls.2.5.1027-1032
Kim, I. J. (1989). A contrastive analysis of English and Korean. The Journal of the Applied Linguistics Association of Korea, 2(1), 45–70. https://doi.org/10.1111/j.1467-
Lantolf. (2000). An examination of Vygotsky ’ s socio-cultural theory in second language acquisition : the role of higher order thinking enhancing techniques and the EFL learners ’ use of private speech in the construction of reasoning. Asian-Pacific Journal of Second and Foreign Language Education, 1–25. https://doi.org/10.1186/s40862-016-0022-7
Levis, J., & Cortes, V. (2008). Written voice, spoken voice: The role of context in learner responses to written corrective feedback. System, 36(4), 517–533. https://doi.org/10.1016/j.system.2008.03.004
Rajan, P. B., Makarevicius, A., & Harttrup, P. (2024). Exploring Arabic Learners’ English Errors: Interlingual vs Intralingual Analysis and Remedial Teaching Strategies. Intralingual Analysis and Remedial Teaching Strategies. Academicus International Scientific Journal, 30, 126–137. https://doi.org/10.7336/academicus.2024.30.09
Richards, J. C. (1971). A non-contrastive approach to error analysis. English Language Teaching Journal, 25(3), 204–219. https://doi.org/10.1093/elt/XXV.3.204
Richards, J. C., & Schmidt, R. (2013). Longman Dictionary of Language Teaching and Applied Linguistics (4th ed.). Routledge. https://doi.org/10.4324/9781315833835
Schachter, J. (1974). An error in error analysis. Language Learning, 24(2), 205–214. https://doi.org/10.1111/j.1467-1770.1974.tb00502.x
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(3), 209–231. https://doi.org/10.1515/iral.1972.10.1-4.209
Sykes, J. M., & Reinhardt, J. (2013). Language at play: Digital games in second and foreign language teaching and learning. In Pearson Education (Vol. 17). https://doi.org/10.4324/9781315847124
Wiese, R. (2006). Phonology: Overview. In Elsevier eBooks (pp. 562–564). https://doi.org/10.1016/b0-08-044854-2/00035-3
Zhang, L. J., & Rahimi, M. (2020). Vygotskian sociocultural theory and erroranalysis: Understanding learners’ errors for improved teaching and learning. Language Teaching Research, 24(3), 297–312. https://doi.org/10.1002/9781118133880.hop207006