Diagnostic CALL tool for Arabic learners

Computer-Assisted Pronunciation Training (CAPT): Current Issues and Future Directions

“…Both 2D and 3D talking heads have also been used for language learning, including pronunciation training. For example, Baldi has been used as a language tutor (Ouni et al, 2005), and Alsabaan and Ramsay (2014) developed a talking head to help L2 learners of Arabic improve their pronunciation. Wik and Hjalmarsson (2009) developed two animated talking heads, Ville and DEAL , with different roles and functionality, for L2 learners of Swedish.…”

Technology and Pronunciation

“…Through networking sites and websites, CAPT gives access to audio speech and exposure to different varieties of English using multimodal material, overcoming space and time-boundary limitations. Furthermore, pronunciation can be illustrated with more engaging and informative visual and response interfaces, for example, using ultrasound ( Alsabaan & Ramsay, 2014 ;Kocjan i Antol í k et al, 2019 ), HVPT ( Thomson, 2018 ), or adapting phonetic training for younger learners ( G ó mez-Lacabex & Gallardodel-Puerto, 2014 ). Such new language supply may well compensate for the lack of richness, variety, and authenticity that has been accounted for the L2 language learner.…”

“…Social networking apps such as Twitter have also been explored with positive outcomes to increase time on explicit pronunciation instruction of problematic aspects of the foreign language (Fouz-Gonz á lez, 2017). Research is also ready to explore the potential of already existing technologies such as the incorporation of multimedia through lm extracts ( Wisniewska, & Mora, 2020 ), radio interviews, or podcasts ( Ducate & Lomicka, 2009 ;Fouz-Gonz á lez, 2019 ); or the use of 3D animations ( Alsabaan & Ramsay, 2014 ); or the adoption of a game-based approach with simulations and roleplays, and their effect on pronunciation development (Tejedor-Garc í a et al, 2020). As an example, Lys (2013) used iPads and reported an increase in the amount and quality of oral production of the students because they spent a considerable amount of time recording their own speech and engaging in activities that facilitated interactions outside the classroom.…”