The Impact of Arabic 1

The Impact of Arabic as a Native Language on Learning English: Strategies to Overcome Native Language Obstacles

Afif Khalil and Catherine Khoneisser

American University of Science and Technology

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Abstract

In Arabic-speaking contexts, English language proficiency has become increasingly vital due to globalization, economic integration,
and the pervasive role of English in academia, business, and technology (Murray, 2015). Despite this, Arabic-speaking individuals
face considerable challenges, mainly the difference in phonological, morphological, and syntactic rules and structures of Arabic and
English. This study examines the significance of English proficiency for Arabic speakers and dwells on the main challenges Arabic
speakers encounter. It explores effective teaching strategies to overcome the difficulties, such as communicative language methods
tailored to Arabic learners' needs, incorporation of digital tools and online resources for language practice and immersion, and
addressing fossilization and persistent errors in English language proficiency. The data were collected from 75 students attending
English language courses at the Lebanese American Language Center in Baghdad. Participants, aged 15 to 55, were classified into
varying proficiency levels, from beginner to upper elementary. The aforementioned methods of teaching were used over 3 months.
Analysis of data showed a significant improvement in student’s performance on quizzes (written and oral) and a significant decrease
in grammar and pronunciation mistakes. This paper seeks to contribute to the discourse on language education and offers valuable
insights for educators, policymakers, and learners. The goal is to foster a deeper understanding of English’s role in today’s global
landscape and to identify effective methods for supporting Arabic-speaking students in their pursuit of English language proficiency.

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I. Introduction educational system, cultural differences, a lack of immersive

language environments, and most importantly the fundamental
Driven by compelling global forces, English language differences between the phonological, morphological, and
proficiency has become increasingly crucial in Arabic- syntactic rules and structures of Arabic and English which
speaking contexts. In today’s interconnected world, pose considerable difficulties for learners (Ali & Al-Rushaidi,
globalization necessitates effective cross-border 2017). Resistance to learning English may also stem from
communication, with English emerging as the predominant concerns about cultural imperialism or fears of eroding native
lingua franca in international arenas. Economic integration linguistic and cultural identities (Carreira & Kagan, 2011).
further amplifies this need, as multinational corporations and These barriers hinder effective language acquisition,
global markets prioritize English as the primary language of underscoring the need for targeted strategies to address them.
business. Additionally, English dominates in academia,
technology, and scientific research, making it essential for This study aims to address these challenges by using the
accessing knowledge and fostering innovation. specific experiences of Iraqi learners. Qualitative and
quantitative data were collected over 3 months from 75 Iraqi
As Arabic-speaking regions become more integrated into the students aged 15 to 55 attending English language courses at
global community, the demand for English language skills the Lebanese American Language Center in Baghdad. Those
rises. Proficiency in English is increasingly seen as a key students were classified into varying proficiency levels, from
factor in personal and professional success. It provides access beginner to lower elementary. The research explores their
to higher education opportunities in prestigious institutions learning experiences and challenges as a sample of Arabic-
worldwide, enhances employability in competitive job speaking students, providing insights into the effective
markets, and facilitates participation in international discourse methods of language instruction and the influence of various
and collaboration (Al-Seghayer, 2023). factors on English acquisition. The findings offer valuable
perspectives on improving English language education and
Despite the recognized importance of English, Arabic- enhancing the global engagement of Arabic-speaking learners.
speaking learners face significant obstacles in achieving
proficiency. Challenges include limitations within the
II. Literature Review
A. Importance of Learning English
 The Impact of Arabic 2

In academia, English is often the primary language of uvular fricative /χ/ (‫)خ‬. English lacks these guttural sounds,
instruction, research, and publication. As a result, students and which can lead to difficulties for Arabic speakers when trying
academics in Arabic-speaking countries must master English to articulate similar sounds in English or to adjust to their
to access the latest knowledge, participate in international absence. For example, the Arabic sound /χ/ might be
Economic integration further amplifies the importance of incorrectly used in place of the English /k/ or /h/ sounds,
English proficiency. Many multinational corporations operate leading to mispronunciations that can affect
in Arabic-speaking regions, and English is typically the comprehensibility (Kharma & Hajjaj ,1989, as cited in Zoubi,
common language used in business transactions, negotiations, 2019).
and corporate communications. Proficiency in English can
thus enhance job prospects and career advancement for c. Voiced and Voiceless Pairs: English distinguishes between
individuals in these areas, enabling them to work in diverse, pairs of voiced and voiceless consonants such as /b/ and
multinational environments and engage with global markets /p/, /d/ and /t/, /g/ and /k/, /f/ and /v/. In Arabic, the
more effectively (Khan, 2022; Parupalli, 2019). distinction between voiced and voiceless consonants can
differ in distribution and phonetic realization, complicating
In the field of technology, English remains the dominant accurate pronunciation for learners (O'Connor, 1967, as cited
language. Most programming languages, software in Zoubi, 2019). These differences in voicing and articulation
documentation, and technological innovations are developed can lead to difficulties in producing the correct sounds in
and disseminated in English (Srinivas, 2019; Parupalli, 2019). English. Arabic speakers may produce /p/ as /b/, and /t/ as
For professionals and students in Arabic-speaking countries, /d/, which can affect their intelligibility and the listener's
acquiring English language skills is crucial for keeping up understanding of their speech. For instance, saying "pat" as
with technological advancements, participating in "bat" or "tie" as "die" can change the meaning of words and
international tech communities, and contributing to innovation lead to confusion in communication.
and development in their own countries. d.Vowel Quantity and Quality: Arabic typically has a smaller
vowel inventory with three primary short vowels (/a/, /i/, /u/)
Furthermore, the role of English in higher education cannot be and their corresponding long forms (/ā/, /ī/, /ū/). English, in
overstated. Yu and Kim (2023) discuss the significant role of contrast, has a more extensive vowel inventory with multiple
English in higher education, noting that proficiency in English distinctions in vowel quality (e.g., /ɪ/ as in "bit" vs. /iː/ as in
is often required for admission to top universities and "beat") and diphthongs (e.g., /aɪ/ as in "my"). Arabic speakers
educational institutions worldwide. Students from Arabic- might struggle to perceive and produce these subtle
speaking countries who aspire to study abroad or enroll in differences, leading to mispronunciations and
internationally recognized programs within their own misunderstandings (Al-Ani, 1970, as cited in Al-Raba’a &
countries must demonstrate a high level of English Davis 2020).
proficiency. e. Vowel Length: While Arabic uses vowel length as a phonemic
feature (short vs. long vowels), English does not rely on
B. Challenges vowel length in the same way, focusing more on vowel
Many researchers have conducted studies on the mistakes quality. This difference can cause confusion for Arabic
committed by Arab-speaking people while learning English as
speakers, as they may not recognize the importance of vowel
a second language and focused on the field of phonology,
morphology, and syntax. quality distinctions in English (Al-Ani, 1970, as cited in Al-
Raba’a & Davis 2020). Arabic uses vowel length as a
1. Distinct Phonetic Systems phonemic feature means that the length of the vowel can
change the meaning of a word. For example, the difference
Arabic and English have distinct phonetic systems that between the short vowel /a/ and the long vowel /a:/ can
significantly impact pronunciation for speakers of each distinguish words like "kataba" ( ‫َكَتَب‬, "he wrote") from
language when learning the other. These differences stem "kaataba" ( ‫َكاَتَب‬, "he corresponded"). In Arabic, both short
from variations in consonantal and vowel inventories, and long vowels are essential for conveying meaning, and
phonotactic rules, and prosodic feature sounds. learners are trained from a young age to recognize and
produce these differences accurately. In contrast, English
a. Emphatic Consonants: Arabic includes emphatic consonants
does not rely on vowel length as a primary phonemic feature.
(pharyngealized sounds) such as /ṣ/ (‫)ص‬, /ḍ/ (‫)ض‬, /ṭ/ (‫)ط‬,
Instead, English focuses more on vowel quality, which
and /ẓ/ (‫)ظ‬, which are produced with a constriction of the
involves differences in the position of the tongue and lips
pharynx and a retraction of the tongue. These sounds do not
when producing different vowels. For example, English
have direct equivalents in English, making it challenging for
vowels such as /ɪ/ (as in "bit") and /i:/ (as in "beat") differ not
Arabic speakers to find similar sounds in English
in length but in the quality of the sound, specifically the
pronunciation (Davis 1995, as cited in Al-Raba’a & Davis
height and backness of the tongue. While length can
2020).
sometimes play a role (as in the contrast between "ship" and
b. Guttural Sounds: Arabic features guttural consonants, such as
the voiced pharyngeal fricative /ʕ/ (‫ )ع‬and the voiceless
 The Impact of Arabic 3

"sheep"), it is the vowel quality that predominantly a. Root System: Arabic verbs are derived from triliteral roots
distinguishes meaning in English (Burhanuddin, 2022). (three consonants) that convey the core meaning. These roots
f. Syllable Structure: English allows for more complex syllable are modified through various patterns to form different verb
structures, including consonant clusters at the beginning and conjugations. For example, the root "k-t-b" (write) can
end of syllables (e.g., "str" in "street" or "ts" in "cats" generate forms like "kataba" (he wrote), "yaktubu" (he writes),
(Brinton & Brinton, 2010). In contrast, Arabic syllable and "maktub" (written) by inserting vowels and affixes
structure is generally simpler, with fewer permissible according to specific patterns (Khodair, 2021).
consonant clusters. Arabic syllables typically follow patterns b. Conjugation for Person, Number, and Gender: Arabic verbs
like CV (consonant-vowel), CVC (consonant-vowel- are conjugated for person, number, and gender, with distinct
consonant), and occasionally CCV or CVCC. Complex forms for masculine and feminine in the second and third
clusters of more than two consonants are uncommon in person (Khodair, 2021)..
Arabic, and when they do occur, they often appear across c. Auxiliary Verbs: English often uses auxiliary verbs to indicate
syllable boundaries rather than within a single syllable. tense, aspect, mood, and voice (e.g., "is writing," "has
Arabic speakers might find it challenging to pronounce or written," "will write") (Denison, 2022).
even perceive these clusters, often inserting vowels to break d. Simple Conjugation System: English verbs are less inflected
them up (e.g., "street" might become "es-treet"). than Arabic verbs, generally varying only for tense and the
g. Stress Patterns: English employs variable stress patterns third person singular present (e.g., "write," "writes," "wrote").
where the placement of stress within a word can change its (Denison, 2022).
meaning (e.g., 'record' as a noun with stress on the first e. Nominative, Accusative, and Genitive Cases: Arabic nouns
syllable vs. 're'cord' as a verb with stress on the second change form based on their syntactic role through case
syllable) (Chomsky & Halle 1968). This variability contrasts endings. For instance, "kitābun" (a book) in the nominative
with Arabic, which generally features more predictable stress case changes to "kitāban" in the accusative and "kitābin" in the
patterns, often placing stress on the penultimate (second-to- genitive (Omar, 2022).
last) syllable (Ryding, 2005). Arabic speakers learning English f. Dual and Plural Forms: Arabic has distinct forms for dual
may struggle to apply the correct stress patterns, leading to and plural nouns, whereas English primarily uses plural forms,
non-native prosody and potential misunderstandings. For often marked by the suffix "-s" or "-es" (Al-Shehri, 2020).
instance, incorrectly placing stress on a different syllable in a g. Articles and Determiners: English uses definite ("the") and
word can alter its intended meaning or make the speech sound indefinite articles ("a," "an"), which do not exist in Arabic.
unnatural. This adjustment is crucial for achieving fluency and Arabic instead uses the definite article "al-" attached to the
clarity in spoken English (Broselow, 1992). noun (e.g., "al-kitāb" for "the book") (Denison, 2022).
h. Word Order: Flexible Word Order in Arabic: Arabic often
uses a Verb-Subject-Object (VSO) word order, though
h. Intonation Patterns: English intonation patterns play a
Subject-Verb-Object (SVO) and other orders are also possible.
significant role in conveying nuances of meaning, attitude, and
emotion. These patterns include rising and falling tones, pitch This flexibility allows for emphasis and stylistic variation
variations, and rhythmic stresses that contribute to the natural (Omar, 2022).
flow of spoken English (Roach, 2009). In contrast, Arabic i. Fixed Word Order in English: English predominantly follows
intonation patterns differ, often characterized by different a Subject-Verb-Object (SVO) order, which is less flexible and
pitch patterns and rhythmic structures (Hellmuth, 2016). more rigid compared to Arabic (Denison, 2022).
Adapting to English intonation can be challenging for Arabic j. Complex Sentences: Relative Clauses: Arabic relative clauses
speakers, as misapplication can affect the perceived are introduced by a relative pronoun that agrees with the
naturalness and clarity of their speech. Incorrect intonation antecedent in gender and number (Omar, 2022). English uses
may convey unintended meanings or emotions, impacting relative pronouns like "who," "which," and "that," with less
communication effectiveness in English-speaking contexts. agreement required (Denison, 2022).
Miller, (2004) provides in his book The Phonetics and k. Subordinate Clauses: Arabic often uses particles to introduce
Phonology of English Intonation a comprehensive overview of
subordinate clauses (Omar, 2022), while English employs
English intonation and its challenges for non-native speakers,
conjunctions such as "because," "although," and "if" (Denison,
including Arabic speakers.
2022).
2. Grammatical Variations
C. Stages of English Language Acquisition for Arabic
Arabic and English, belonging to distinct language families, Speakers
exhibit notable grammatical disparities. Arabic, a Semitic
language, is distinguished by its root-and-pattern morphology. 1. Initial Stage: Phonological and Orthographic Challenges
In contrast, English, an Indo-European language, displays a
At the initial stage, Arabic speakers often encounter
more linear and analytic structure (Khodair, 2021). These
challenges in accurately pronouncing English sounds due to
distinctions are evident in key aspects of grammar such as
differences in phonological systems. Moreover, adapting to
verb conjugation, noun morphology, and sentence structure.
 The Impact of Arabic 4

the English orthographic system, which includes different authentic situations rather than rote memorization of grammar
letter-sound correspondences compared to Arabic, presents rules. Key strategies include:
additional hurdles (Swan & Smith, 2001). Arabic speakers
Pair and Group Activities: Encouraging collaboration through
may struggle with distinguishing between similar English
pair and group activities can enhance learners' speaking and
sounds and recognizing English letters.
listening skills. These activities promote active participation
2. Intermediate Stage: Grammatical Development and and allow learners to practice English in a supportive
Vocabulary Expansion environment.

In the intermediate stage, Arabic speakers demonstrate Role-Plays: Simulating real-life scenarios through role-plays
progress in understanding English grammar rules and sentence helps learners develop practical language skills and boosts
structures. They begin to grasp concepts such as verb their confidence in using English.
conjugation, tense usage, and word order, although challenges
Authentic Materials: Using authentic materials such as
persist (Swan & Smith, 2001). This stage is marked by newspapers, menus, and videos exposes learners to real-world
increased grammatical accuracy and the ability to construct language use and cultural nuances, making learning more
more complex sentences. relevant and engaging (Richards, 2024).
Arabic-speaking learners in the intermediate stage also 2. Integration of Cultural and Linguistic Elements to Enhance
experience vocabulary expansion, acquiring both general and Language Learning Experiences
domain-specific terminology. Exposure to academic texts,
literature, and specialized materials enhances their lexical Integrating cultural and linguistic elements from Arabic-
repertoire, facilitating comprehension and communication in speaking contexts into English language instruction can
various contexts (Swan & Smith, 2001). enhance learners' engagement and motivation. By
incorporating topics, materials, and activities relevant to
3. Advanced Stage: Fluency and Communicative Competence Arabic culture, educators can create a culturally responsive
At the advanced stage, Arabic speakers demonstrate fluency in learning environment that resonates with learners'
both spoken and written English. They exhibit proficiency in backgrounds and experiences (Chitte, 2020). Effective
expressing complex ideas, engaging in discourse, and adapting strategies include:
their language use to various contexts and audiences (Swan & Culturally Relevant Content: Selecting reading materials,
Smith, 2001). Fluency is characterized by smooth, natural discussion topics, and multimedia resources that reflect Arabic
communication without significant hesitation or reliance on culture can make learning more relatable and interesting for
translation. students.
In the advanced stage, Arabic-speaking learners acquire Cultural Exchange Activities: Facilitating cultural exchange
pragmatic and sociolinguistic skills necessary for effective activities, such as pen-pal programs or virtual exchanges with
communication in English. This includes understanding English-speaking peers, can broaden learners' cultural
cultural nuances, using appropriate register and tone, and awareness and provide practical language practice.
interpreting nonverbal cues (Swan & Smith, 2001).
Incorporation of Native Language: Allowing the use of Arabic
These stages provide a framework for understanding the in initial stages of learning can help bridge the gap between
progression of English language acquisition among Arabic the two languages, gradually transitioning to more English
speakers, highlighting the challenges faced and the usage as learners become more confident (Chitte, 2020).
developmental milestones achieved throughout the learning
process. 3. Incorporation of Digital Tools and Online Resources for
Language Practice and Immersion
D. Teaching Approaches for Arabic-speaking English
Learners Leveraging digital tools and online resources can provide
Arabic-speaking learners with opportunities for language
1. Communicative Language Teaching Methods Tailored to practice and immersion outside the classroom. Interactive
Arabic Learners' Needs language learning platforms, language exchange websites, and
virtual language communities enable learners to engage in
Implementing communicative language teaching (CLT) authentic communication and cultural exchange with speakers
methods can be highly effective for Arabic-speaking English of English (Chapelle, 2021). Effective use of technology
learners. This approach emphasizes meaningful includes:
communication and interaction in real-life contexts, aligning
with Arabic learners' preference for communicative language Interactive Language Platforms: Websites and apps like
use (Dos Santos,2020). CLT focuses on the use of language in Duolingo, Babbel, and Memrise offer interactive lessons that
 The Impact of Arabic 5

adapt to the learner's level and pace, making practice Ongoing Practice: Continuous practice is crucial in
convenient and effective. overcoming fossilization. Learners need regular exposure to
correct language forms through reading, writing, speaking,
Language Exchange Websites: Platforms like Tandem and and listening activities. Integrating English into daily routines
HelloTalk connect learners with native English speakers for and creating immersive environments can reinforce proper
language exchange, providing real-world communication usage.
practice.
Corrective Feedback: Providing immediate and constructive
Multimedia Resources: Using podcasts, videos, and interactive feedback helps learners recognize and correct their errors.
games can cater to different learning styles and keep learners Techniques such as recasts (rephrasing incorrect sentences
engaged. These resources also provide exposure to various correctly), explicit correction, and metalinguistic feedback
English accents and dialects, enhancing listening skills (Blin, (explaining the rule behind the error) can be effective (Lyster
2016). & Saito, 2010).
4. Adaptive Learning Platforms and Applications for 6. Addressing Systemic Barriers to English Language
Personalized Language Instruction Education in Arabic-speaking Contexts
Adaptive learning platforms and applications offer Systemic barriers such as limited access to quality English
personalized language instruction tailored to the individual language instruction, inadequate resources, and educational
needs and learning styles of Arabic-speaking learners. These policies prioritizing other subjects over language learning pose
platforms utilize artificial intelligence algorithms to analyze significant challenges to English language education in
learners' strengths, weaknesses, and progress, providing Arabic-speaking contexts. Addressing these structural issues
customized learning pathways and targeted feedback (Li, & requires comprehensive reforms and strategic investments
Zheng 2021). Key benefits include: (Khan & Iqbal, 2021). Key measures include:
Customized Learning Pathways: Adaptive learning Comprehensive Reforms: Educational reforms should
technologies adjust the difficulty and content based on the prioritize English language learning by updating curricula,
learner’s performance, ensuring that each learner progresses at increasing instructional hours, and integrating English
an optimal pace. language instruction across various subjects. Policies should
Targeted Feedback: Immediate and specific feedback helps also promote bilingual education and early English exposure.
learners understand their errors and learn from them, Investment in Teacher Training: Ensuring teachers are well-
promoting more effective language acquisition. trained in effective English language teaching methodologies
Learner Autonomy: These technologies empower learners to is essential. Professional development programs, workshops,
take control of their learning journey, allowing them to study and continuous training opportunities can enhance teachers'
at their own pace and focus on areas needing improvement (Li skills and pedagogical approaches (Guskey, 2003).
& Zheng 2021).
7. Task-Based Learning (TBL)
5. Addressing Fossilization and Persistent Errors in English
Task-Based Learning (TBL) emphasizes using language as a
Language Proficiency
tool to complete meaningful tasks, reflecting real-world
Arabic-speaking learners often encounter challenges in scenarios. This approach is particularly effective for Arabic-
overcoming fossilization, where incorrect language forms speaking learners as it promotes active use of English in
become entrenched despite exposure to instruction and practical contexts, enhancing their communicative competence
feedback. Fossilization occurs when learners' interlanguage (Hassan & Al-Bashir, 2019). Key elements of TBL include:
stops developing and certain linguistic errors become
permanent. This issue is particularly pronounced in areas such Real-Life Tasks: Tasks such as planning a trip, solving a
as pronunciation, grammar, and syntax, where significant problem, or creating a presentation encourage learners to use
differences between Arabic and English exist (Hassall, 2006). English functionally. This helps learners see the practical
Effective strategies to address fossilization include: application of the language and improves their ability to use
English in various situations.
Targeted Intervention Strategies: Customized lesson plans that
focus on specific errors can help learners correct persistent Interactive Activities: Group work, pair discussions, and
mistakes. For example, if a learner consistently struggles with collaborative projects foster interaction and communication
English articles, targeted exercises and explicit instruction on among learners, which is essential for language acquisition.
their usage can be beneficial. Such activities also help in developing critical thinking and
problem-solving skills (Hassan & Al-Bashir, 2019).
 The Impact of Arabic 6

Learner-Centered Approach: TBL shifts the focus from Arabic and English belong to different language families, with
teacher-led instruction to learner-centered activities, giving Arabic being a Semitic language and English a Germanic
students more responsibility and autonomy in their learning language. This difference results in various linguistic
process. This can boost motivation and engagement (Hassan & challenges for Arabic speakers learning English. The research
Al-Bashir, 2019). aimed to explore their experiences and challenges in learning
English, providing insights into the effectiveness of language
8. Content and Language Integrated Learning (CLIL) instruction and the impact of various factors on their language
Content and Language Integrated Learning (CLIL) integrates acquisition. The two questions investigated in this research
language learning with subject matter instruction, allowing are:
students to learn English through content such as science, How does the linguistic structure of Arabic influence English
history, or mathematics. This approach offers several benefits: grammar and phonology acquisition among native Arabic-
Contextual Learning: By learning English through subjects speaking students?
they are interested in or need for their academic progress, What are the most effective pedagogical approaches for
students can acquire language skills in a relevant and overcoming the linguistic and cultural obstacles faced by
meaningful context. This helps in retaining vocabulary and Arabic-speaking students in learning English?
concepts better (Hyland, 2006).
B. Participants (sample-experimental group)
Dual-Focused Objectives: CLIL simultaneously aims to teach
both the content and the language, providing a more holistic Participants included 75 Iraqi students (20 females and 55
learning experience. This can lead to deeper cognitive males) attending English language courses at the Lebanese
processing and better academic outcomes (Dalton-Puffer, American Language Center in Baghdad. Their ages varied
2008). from 20 to 55 years. These students were classified into
different proficiency levels, beginner level (ENG 001), lower
Engagement and Motivation: Students often find CLIL more elementary (ENG101), and upper elementary (ENG 102). Five
engaging than traditional language classes because it connects of those students did not complete the study, which extended
language learning with their academic interests and goals. This over two months (the duration of two courses), as they
can enhance motivation and reduce the perceived burden of enrolled in only one course.
learning a new language (Skehan, 2009).
C. Procedure
9. Technology-Enhanced Language Instruction
Regular classroom sessions were observed to monitor
Technology-Enhanced Language Instruction leverages digital
students' engagement, participation, and interactions during
tools and resources to support language learning. For Arabic- English language activities. Specific challenges, such as
speaking learners, technology can offer several advantages: difficulties in comprehension, pronunciation, or vocabulary
usage, were noted. Observers documented behavioral patterns,
Interactive Learning Platforms: Platforms like Duolingo,
classroom dynamics, and any apparent obstacles to effective
Babbel, and Rosetta Stone provide interactive exercises,
learning.
instant feedback, and gamified learning experiences, making Quizzes were administered to assess students' understanding
language learning more enjoyable and effective (Vesselinov & and retention of English language concepts. These quizzes
Grego, 2012; Hsu & Chiu, 2019). included a variety of question types, such as multiple-choice,
fill-in-the-blank, and short-answer questions, to evaluate
Online Communities and Language Exchange: Platforms such
different aspects of language proficiency. Results from the
as Tandem and HelloTalk connect learners with native quizzes were analyzed to pinpoint common areas where
speakers for language exchange, offering authentic students struggled, such as grammar, reading comprehension,
conversational practice and cultural exchange opportunities or writing skills.
(Smith, 2020). Data from observations and quizzes were compiled and
reviewed to identify recurring challenges faced by students.
Adaptive Learning Technologies: Tools that use artificial Trends and patterns were analyzed to determine the most
intelligence to customize learning experiences based on common difficulties and their potential causes.
individual progress and needs can significantly enhance the A comprehensive report was prepared summarizing the
effectiveness of language instruction. These technologies can findings from the observations and quizzes. This systematic
identify areas where learners struggle and provide targeted approach aimed to gain a thorough understanding of the
practice (Hwang & Chang, 2017). difficulties students faced and to inform strategies for
enhancing their English language learning experience.
III. Method
A. Research Questions D. Data Collection
 The Impact of Arabic 7

A thorough analysis of the data yielded the following: English has a complex tense and aspect system, including
simple, continuous, perfect, and perfect continuous aspects.
1. Definite and indefinite Articles Arabic speakers may find it challenging to grasp the nuances
Learning to use definite and indefinite articles correctly in and correct usage of these forms, leading to errors in tense
English was a challenge since this concept does not exist in usage. The Iraqi students learning English often struggled with
the participants’ native language. This often led to errors such understanding and correctly using the various tense and aspect
as omitting articles or using them incorrectly. Some examples forms. Here are some examples illustrating these challenges:
collected from the students are:
a. Simple vs. Continuous Aspects: Arabic Example: In Arabic,
the verb tense often conveys the general time frame without
needing additional aspects. For instance, " ‫( "أنا أكتب رسالة‬I am
a. Generalization in Context: Incorrect: "I went to hospital
yesterday." Correct: "I went to the hospital yesterday."
b. Specific Instances: Incorrect: "She borrowed book from writing a letter) can be understood from context without
library." Correct: "She borrowed a book from the library." differentiating between simple and continuous aspects.
c. Describing Occupations or Roles: Incorrect: "He is teacher at English Mistake: An Iraqi student might say "I write a letter
local school." Correct: "He is a teacher at the local school." now" instead of "I am writing a letter now."
d. Discussing Abstract Concepts: Incorrect: "We need to b. Perfect Tense Usage: Arabic Example: Arabic has a past
understand importance of education." Correct: "We need to tense that indicates completed actions but does not distinguish
understand the importance of education." as finely as English between actions completed relative to
e. Indicating Ownership or Specificity: Incorrect: "I saw cat in other times. English Mistake: A student might say "I have
garden." Correct: "I saw a cat in the garden." finished my homework yesterday" instead of "I finished my
f. Mentioning Events or Objects: Incorrect: "I read book on homework yesterday."
shelf." Correct: "I read the book on the shelf." c. Perfect Continuous Aspect: Arabic Example: Arabic does not
have a direct equivalent to the perfect continuous aspect,
2. Word Order which combines both completion and duration. English
Mistake: An Iraqi student might say "I studied English for two
Students struggled with the relatively rigid SVO word order in years" when they mean to describe the ongoing nature of their
English, as they were accustomed to the more flexible word study without emphasizing its completion. They should say "I
order of Arabic. This resulted in non-standard sentence have been studying English for two years.".
constructions. Here are some specific examples illustrating d. Errors with Non-Continuous Verbs: Arabic Example: In
Arabic, certain verbs used for states or conditions do not use
continuous aspects. For instance, " ‫( "أنا أعرف‬I know) remains
these challenges:
in a simple state form. English Mistake: An Iraqi student
a. Incorrect Word Order: Arabic Example: In Arabic, it is
common to say " ‫"قرأ الكتاب محمد‬, which translates to "Read the
might say "I am knowing the answer" instead of "I know the

book Muhammad" in English, where the verb " ‫( "قرأ‬read)

answer."

precedes the subject " ‫( "محمد‬Muhammad). English Mistake: An

e. Incorrect Use of Future Perfect Tense: Arabic Example:
Arabic speakers may not have a direct equivalent to the future
Iraqi student might incorrectly produce a sentence like "Read perfect tense, which describes actions that will be completed
the book Muhammad." before a certain future time. English Mistake: A student might
b. Confusing Emphasis and Focus: Arabic Example: Arabic say "By next year, I will finish my degree" instead of "By next
allows for sentences like " ‫"الطالب يجلسون في الصف‬ year, I will have finished my degree."
(Students sit in the classroom), where the focus is on
"students" but can be rephrased as " ‫"يجلس الطالب في الصف‬
4. Emphatic Consonants
(Sits students in the classroom) if the focus shifts to "sits."
English Mistake: A student might say "Sit students in the
classroom," aiming to emphasize the action over the subject. a. /ṣ/ (‫ )ص‬- Emphatic Voiceless Sibilant: Example Challenge:
c. Difficulty with Questions: Arabic Example: Questions in An Iraqi student might pronounce the English word "salt"
Arabic often use a more fluid structure, such as " ‫هل محمد قرأ‬ with an emphatic /s/ sound, making it sound more like "ṣalt".
‫( "الكتاب؟‬Did Muhammad read the book?). English Mistake: b. /ḍ/ (‫ )ض‬- Emphatic Voiced Stop: Example Challenge: When
Students might produce questions like "Did read the book saying "dog", an Iraqi student might produce a more
Muhammad?" due to the influence of their native language's emphatic /d/ sound, resulting in a pronunciation like "dawg"
flexible question format. instead of "dog".
d. Complications with Complex Sentences: Arabic Example: c. /ṭ/ (‫ )ط‬- Emphatic Voiceless Stop: Example Challenge: An
Arabic allows complex sentences with flexible word order, Iraqi student might pronounce "top" with a more retracted /t/
such as " ‫ سأذهب إلى الحديقة‬،‫( "إذا كان الجو جميلًا‬If the weather is sound, making it sound like "ṭop".
nice, I will go to the park). English Mistake: A student might d. /ẓ/ (‫ )ظ‬- Emphatic Voiced Fricative: Example Challenge:
say "If is nice the weather, I will go to the park." When attempting to pronounce "zoo", an Iraqi student might
use an emphatic /z/ sound, resulting in a pronunciation like
3. Tense and Aspect System "ẓoo".
 The Impact of Arabic 8

5. Guttural Sounds pronunciation and grammatical differences between Arabic

and English. Address fossilization and persistent errors in
a. /ʕ/ (‫ )ع‬- Voiced Pharyngeal Fricative: Example Challenge: English language proficiency by regularly assessing and
In attempting to say "hat", an Iraqi student might substitute identifying common errors and areas of fossilization
the guttural /ʕ/ for the English /h/, resulting in a (persistent errors) that Arabic-speaking students may exhibit.
pronunciation like "ʕat". Integrate technology into the classroom to enhance traditional
b. /χ/ (‫ )خ‬- Voiceless Uvular Fricative: Example Challenge: teaching methods. This includes using interactive smartboards,
When pronouncing "cat", an Iraqi student might use a language learning games, and virtual reality for immersive
guttural /χ/ sound instead of the English /k/, producing language experiences.
something like "χat".
1. Communicative Language Teaching Methods Tailored to
6. Consonants in English Absent in Arabic Arabic Learners' Needs: By tailoring CLT methods to the
specific needs of Arabic learners, teachers can create a more
a. Voiced /b/ vs. Voiceless /p/: Example Challenge: An Iraqi engaging, effective, and culturally responsive language
student might pronounce "pen" as "ben" due to the absence learning experience.
of the /p/ sound in Arabic.
b. Voiced /d/ vs. Voiceless /t/: Example Challenge: When Teachers designed activities that reflect real-life situations
trying to say "tick", an Iraqi student might pronounce it as students might encounter. For example, role-play scenarios
"dick" due to the influence of Arabic phonetic patterns. such as asking for directions, ordering food at a restaurant,
shopping, having a job interview, visiting the doctor, or
7. Vowel Inventory having a conversation at a travel agency. Students were taught
phrases and expressions for specific purposes, such as making
a. Smaller Vowel Inventory: Example Challenge: An Iraqi requests, giving advice, or expressing opinions, in addition to
student might have difficulty distinguishing between "ship" common expressions and idioms used in daily conversation.
(/ɪ/) and "sheep" (/iː/), pronouncing both with the same For example, teach phrases like “How’s it going?” or “I’d like
vowel sound. to…” and practice them in context.
b. Vowel Length vs. Quality: Example Challenge: An Iraqi Students also discussed local customs, traditions, and daily life
student might pronounce "beat" (/iː/) and "bit" (/ɪ/) with that were relevant to the students’ culture and background.
similar vowel qualities due to the emphasis on vowel length They also created tasks where students needed to
in Arabic. communicate to complete the task. For instance, students were
given different pieces of information about a historical event
and were asked to piece the story together through discussion.
8. Phonotactic Rules
Furthermore, were given real-world problems that required
collaborative solutions. For example, students worked in
a. Complex Syllable Structures: Example Challenge: An groups to plan a community event, requiring negotiation and
Iraqi student might struggle with words like "street", decision-making in English.
pronouncing it as "es-treet" due to the difficulty with In addition, authentic resources were mainly used as teaching
consonant clusters. materials, such as such as news articles, TV shows, movies,
and songs. For example, students watched a segment of an
b. Stress Patterns: Example Challenge: An Iraqi student English news broadcast, discussed the main points, and were
might place stress on the wrong syllable in "record", saying encouraged to express their opinions. Short stories, poems, or
"re-córd" instead of "re-córd" for the noun form. excerpts from English literature that resonate with Arabic
c. Intonation Patterns: Example Challenge: An Iraqi student students were also introduced.
might use a flat intonation pattern when asking questions, Teachers assigned group projects that require cooperation and
such as "You are coming?" instead of using a rising tone. communication. For example, students worked on creating a
presentation about a famous landmark or a cultural festival.
E. Teaching Approaches for Arabic-speaking English
Learners 2. Incorporation of Digital Tools and Online Resources for
Language Practice and Immersion: Gamified learning
After conducting thorough research on effective teaching platforms were utilized to teach and reinforce various
strategies for students whose native language is Arabic, the language concepts, including Kahoot!, Lingokids, and
researchers decided to implement the following main Jeopardy.
strategies to enhance English language instruction: Implement
communicative language teaching (CLT) methods that focus Kahoot! is a game-based learning platform that makes
on using English in real-life situations to improve fluency and education fun and interactive. It is particularly effective for
practical language use and adapt these methods to address the reviewing vocabulary, grammar, and cultural topics. Teachers
specific linguistic and cultural needs of Arabic-speaking created custom quizzes on specific subjects like vocabulary
learners, considering common difficulties such as sets, grammar rules, and cultural facts. These quizzes were
 The Impact of Arabic 9

designed to be competitive, with students earning points for Specific testing tools were used to effectively measure the
correct and swift responses. Immediate feedback on answers participants’ progress and improvements in learning English
helped reinforce learning and address misconceptions. as a result of implementing the above strategies.
Lingokids is an educational app aimed at young learners, Pre- and post-tests focused on basic language skills such as
offering interactive games and activities that teach English in a vocabulary, simple grammar structures, and reading
playful and engaging way. It is especially useful for Arabic comprehension. By comparing the results from before and
learners at the beginner level, regardless of age, as it provides after the intervention, researchers were able to measure the
foundational English vocabulary and basic language skills. overall improvement in language proficiency.
Teachers used Lingokids to offer various games focused on Formative assessments such as quizzes and short assignments
vocabulary, numbers, colors, and basic grammar. The app also were useful for tracking ongoing progress. These included
features educational songs and videos that reinforce language basic vocabulary quizzes, simple grammar exercises, and short
learning through catchy tunes and visual aids. Additionally, comprehension tasks. In addition to that, students were asked
Lingokids was employed to focus on phonics, helping students to write short paragraphs or simple sentences, which were
understand the sounds of English letters and words. compared over time to measure progress.
Jeopardy is another gamified learning platform adapted for Speaking assessments involved simple oral tasks such as
language practice and immersion, particularly for Arabic introducing themselves, describing daily routines, or
learners. This platform encourages active engagement, quick responding to basic questions. Recorded speaking tasks were
thinking, and knowledge reinforcement through a fun and reviewed to assess improvements in pronunciation and
competitive format. Teachers created Jeopardy games to target fluency.
different language skills and cultural knowledge. These games
covered topics such as vocabulary (e.g., food, animals, travel), VI. Results
grammar (e.g., tenses, prepositions, articles), cultural topics
(e.g., holidays, famous people, traditions), and phrasal verbs The results show significant improvements in students'
and idioms. Questions varied in difficulty and were tailored to English language performance. By focusing on specific areas
the learners' proficiency levels. such as verb tenses, articles, and prepositions, students showed
increased accuracy in both written and spoken English.
3. Addressing Fossilization and Persistent Errors in English
Language Proficiency: To address common issues faced by Targeted instruction and explicit grammar drills helped them
the sample students learning English, a comprehensive better understand and apply grammatical rules, reducing
approach was essential. The process began with diagnosis and common errors. Phonetic training also improved
analysis, where error patterns were identified through writing pronunciation, leading to clearer speech and fewer
samples and diagnostic tests. Based on these findings, teachers pronunciation errors.
focused on specific problem areas, such as verb tenses and The use of gamified learning platforms, such as Kahoot!,
articles. Lingokids, and Jeopardy!, made learning more interactive and
Targeted instruction was implemented to address common enjoyable, boosting student engagement and motivation.
difficulties like prepositions and article usage, incorporating Cultural exposure and authentic materials deepened students'
explanations that relate to differences between Arabic and understanding of English nuances, including idiomatic
English. Explicit teaching of grammar and phonetics involved expressions and cultural contexts, helping them use the
using drills and exercises to tackle frequent errors and language more naturally.
pronunciation issues.
Immediate corrective feedback and reformulations during
Corrective feedback was provided through immediate practice activities allowed students to quickly address and
corrections and reformulations during practice activities. correct mistakes, reinforcing correct usage and preventing the
Learning was further enhanced through communicative persistence of errors.
activities, such as role plays and group discussions, tailored to
students' experiences and interests. Regular and varied practice with diverse materials and
language learning apps enhanced their vocabulary and
Regular and varied practice was ensured using diverse grammar skills, while communicative activities like role plays
materials and language learning apps. Metacognitive strategies and group discussions improved their ability to use English in
were encouraged, including self-monitoring through language practical situations.
journals and reflection on challenges. Additionally, cultural
exposure was offered by showing English-language media and Overall, this comprehensive approach significantly advanced
using authentic materials for reading and discussion, helping students' English proficiency by addressing their specific
students connect with the language in a broader context. needs, increasing engagement, and providing essential tools
and feedback for continued improvement and success.
V. Tools Used to Analyze Data
VII. Conclusion
 The Impact of Arabic 10

The phonological, grammatical, and orthographic disparities Continued research, such as longitudinal studies tracking
between Arabic and English present significant challenges for language development among Arabic-speaking English
Arabic-speaking learners striving to achieve proficiency in learners, is essential for advancing pedagogical approaches
English. These hurdles affect various stages of language and interventions. Collaboration among researchers,
acquisition, influencing pronunciation accuracy, grammar educators, policymakers, and stakeholders is crucial to
comprehension, and vocabulary development. To effectively promoting linguistic diversity and proficiency in an
address these challenges, educators must adopt communicative interconnected global context. By implementing evidence-
language teaching methods tailored to Arabic learners, based practices and advocating for policy reforms,
integrate cultural and linguistic elements into instruction stakeholders can collectively support Arabic-speaking learners
incorporate digital tools and online resources for language in mastering English and contribute to their success in a
practice and immersion, and address fossilization and multilingual world.
persistent errors in English language proficiency.
 The Impact of Arabic 11

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