The Effectiveness of Input on Voiced and Unvoiced Consonant Sounds in a Native Arabic Speaking Context: An Action Research Project

Abstract

The paper describes the process and outcomes of an action research project with the aim of determining whether focusing classroom input on voiced and unvoiced consonant sounds has a positive effect on their production. Statistics were derived from English-speaking respondents listening to native Arabic speaking participants from an experimental group, who had received input on the difference between these sounds, and practiced their production, as well as to speakers from a control group who had received neither input nor practice. The rates of intelligibility were compared, with the conclusion being that the provision of limited input on this pronunciation issue does not, generally speaking, result in the ability to produce the sounds with greater clarity.