![]() The results revealed a significant effect (P <0.05) for different contexts (word-initial and word-final) on the perception of all participants and between both groups In the word-initial position, all participants performed much better than in the word-final position. A total of forty-two Yemeni speakers living in Malaysia, 22 men and 20 women participated in this study they were divided into two groups according to their LORs in Malaysia: group A (four months, short length of residence) and group B (three years, long length of residence). ![]() The study also sought to ascertain the effect of Length of Residence (LOR) in Malaysia on the perception of selected phonemic contrasts in English by Yemeni EFL learners, as these contrasts are presented in different contexts (word-initial and word-final positions). This study aimed to examine the influence of different contexts (word-initial and word-final phonemic contrasts) on the perception of the phonemic contrasts among Yemeni learners of English-as-a-Foreign Language (EFL). ![]() The results of the study showed that / /, / / and / / were three most problematic English vowels for Turkish EFL learners and that Turkish EFL learners can solve their articulation problems with three problematic English vowels by being exposed to internet-based pronunciation lessons. Then, the post test data were analyzed to see whether Turkish EFL learners can solve their articulation problems with three problematic English vowels and hence improve their L2 pronunciation by being exposed to internet-based pronunciation lessons. However, students in the control group were not exposed to internet-based pronunciation lessons but pronunciation instruction in a traditional fashion. After the determination process, three problematic English vowels were taught to the students in the experimental group via internet-based pronunciation lessons. ![]() After writing the impressionistic transcriptions of the words with problematic vowels on the tables and calculating the average number of correctly articulated or misarticulated words, problematic English vowels for Turkish EFL learners were identified through concrete evidence. To achieve this purpose, thirty students' voices were recorded as they read aloud thirty words with problematic English vowels. This study attempts to find out which English vowels cause articulation problems for Turkish EFL learners and reveal whether students taught via internet-based pronunciation materials by their teacher are better at articulating problematic English vowels than those taught via printed pronunciation materials by their teacher. ![]()
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