[
Ababneh, Islam (2018). English pronunciation errors made by Saudi students. European Scientific Journal, ESJ 14(2) : 244–261.
]Search in Google Scholar
[
Al-Ahdal, Arif (2020). Overcoming pronunciation hurdles in EFL settings: An evaluation of podcasts as a learning tool at Qassim University Saudi Arabia. Asian EFL Journal Research Articles 2(1)7: 86–101.
]Search in Google Scholar
[
Alghonaim, Ali S. (2020). Impact of watching cartoons on pronunciation of a child in an EFL Setting: A comparative study with problematic sounds of EFL learners. Arab World English Journal (AWEJ) 11(1): 52–68.
]Search in Google Scholar
[
Altakhaineh, Abdel Rahman, Mona Ibrahim (2019). The incidental acquisition of English prepositions by Arabic-speaking EFL learners: Evidence from Al Ain university of science and technology. SAGE Open 9(3): 1–10.
]Search in Google Scholar
[
Altakhaineh, Abdel Rahman, Aseel Zibin (2017). The effect of incidental learning on the comprehension of English affixes by Arabic-speaking EFL learners: acquisition and application. Research in Language 15(4): 405–423.
]Search in Google Scholar
[
Altamimi, Ali (2015). Improving English pronunciation among Arabic EFL school-age students using minimal pairs. Doctoral dissertation, State University of New York at Fredonia.
]Search in Google Scholar
[
Al-Zoubi, Samer (2019). The speech sounds of Arabic language and their effect on learning English pronunciation: A contrastive analysis. International Journal of Humanities and Social Science 9(1): 15–27.
]Search in Google Scholar
[
Ansari, Mohammad (2015). Speaking anxiety in ESL/EFL classrooms: A holistic approach and practical study. International Journal of Education Investigation 2(4): 38–46.
]Search in Google Scholar
[
Ashour, Hadeel (2017). Major differences between Arabic and English pronunciation systems: a contrastive analysis study. AL-Lisan International Journal for Linguistic & Literary Studies 1(1): 132–150.
]Search in Google Scholar
[
Chen, Tsai-Yu, Goretti Chang (2004). The relationship between foreign language anxiety and learning difficulties. Foreign language annals 37(2): 279–289.
]Search in Google Scholar
[
Dirou, Erica (2016). Tips for Teaching English to Arabic Speakers. British Council Website, Last accessed on 12th Dec 2021.
]Search in Google Scholar
[
Ellis, Rod. (1985). A variable competence model of second language acquisition. IRAL 23(1): 47–59.
]Search in Google Scholar
[
Gierut, Judith (2001). Complexity in phonological treatment. Language, Speech, and Hearing Services in Schools 32(4): 241-299. https://doi.org/10.1044/0161-1461(2001/021)
]Search in Google Scholar
[
Gilakjani, Abbas (2016). English pronunciation instruction: A literature review. International Journal of Research in English Education 1(1): 1–6.
]Search in Google Scholar
[
Gilakjani, Abbas, Narjes Sabouri (2016). Why is English pronunciation ignored by EFL teachers in their classes. International Journal of English Linguistics 6(6): 195–208.
]Search in Google Scholar
[
Hago, Omar, Waquar Khan (2015). The pronunciation problems faced by Saudi EFL learners at secondary schools. Education and Linguistics Research 1(2): 85–99.
]Search in Google Scholar
[
Hanifa, Rizaldy (2018). Factors generating anxiety when learning EFL speaking skills. Studies in English Language and Education 5(2): 230–239.
]Search in Google Scholar
[
Harmer, Jeremy (2001). The Practice of English Language Teaching. Cambridge: Longman.
]Search in Google Scholar
[
Horwitz, Elaine (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. Tesol Quarterly 20(3): 559–562.
]Search in Google Scholar
[
Horwitz, Elaine, Michael Horwitz, Joann Cope (1986). Foreign language classroom anxiety. The Modern language journal 70(2): 125–132.
]Search in Google Scholar
[
Hu, Ling, Na Wang (2014). Anxiety in foreign language learning. Chou, Tim, ed. Proceedings of the 2014 International Conference on Global Economy, Commerce and Service Science (Vol. 1). Dordrecht: Atlantis Press, 122–124.10.2991/gecss-14.2014.31
]Search in Google Scholar
[
Kelly, Gerald (2002). How to Teach Pronunciation. Harlow: Longman.
]Search in Google Scholar
[
Khanbeiki, Ruhollah, Seyed Jalal Abdolmanafi-Rokni (2015). The effect of explicit vs. implicit instruction on the learnability of English consonant clusters by Iranian learners of English. Advances in Language and Literary Studies 6(2): 103–112.
]Search in Google Scholar
[
Kissling, Elizabeth (2013). Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners?. The Modern Language Journal 97(3): 720–744.
]Search in Google Scholar
[
Krashen, Stephen (1988). Second Language Acquisition and Second Language Learning. New York: Prentice-Hall International.
]Search in Google Scholar
[
MacIntyre, Peter, Kimberly Noels, Richard Clément (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning 47(2): 265–287.
]Search in Google Scholar
[
Mahdavi Resketi, Bahareh, Bahram Bagheri (2014). EFL learners’ incidental acquisition of English phrasal verbs through enhanced extensive reading vs. unenhanced extensive reading. International Journal of Foreign Language Teaching and Research 2(8): 33–42.
]Search in Google Scholar
[
Morley, Joan (1991). The pronunciation component in teaching English to speakers of other languages. TESOL quarterly 25(3): 481–520.
]Search in Google Scholar
[
Nikbakht, Hamid (2010). EFL pronunciation teaching: A theoretical review. Journal of English Language Pedagogy and Practice 4(8): 146–174.
]Search in Google Scholar
[
Schmidt, Richard (1994). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. Implicit and explicit learning of languages 22: 165–209.
]Search in Google Scholar
[
Song, Jayoung, Veronica Sardegna (2014). EFL learners’ incidental acquisition of English prepositions through enhanced extensive reading instruction. RELC Journal 45(1): 67–84. https://doi.org/10.1177/0033688214522623
]Search in Google Scholar
[
Sulaiman, Noor, Abdel Rahman Altakhaineh (2021). Sources of speaking anxiety among Arabic-speaking EFL students in English language classrooms. The International Journal of Pedagogy and Curriculum 28(2): 149–160.
]Search in Google Scholar
[
Tsiplakides, Iakovos, Areti Keramida (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies 2(4): 39–44.
]Search in Google Scholar
[
Vaux, Bert (2002). Aspiration in English. University of Wisconsin-Madison.
]Search in Google Scholar
[
Wong, Rita (1993). Pronunciation myths and facts. English Teaching Forum. 31(4): 45–46.
]Search in Google Scholar
[
Yalçın, Özlem, Volkan İnceçay (2014). Foreign language speaking anxiety: The case of spontaneous speaking activities. Procedia-Social and Behavioral Sciences 116: 2620–2624. https://doi.org/10.1016/j.sbspro.2014.01.623
]Search in Google Scholar
[
Yates, Lynda, Beth Zielinski (2009). Give It a Go: Teaching Pronunciation to Adults. Sydney: AMEP Research Centre.
]Search in Google Scholar
[
Zarifi, Abdolvahed, Ali Sayyadi (2015). How English suprasegmental features of pronunciation are viewed and treated by instructors in Iranian private language centers. Theory and Practice in Language Studies 5(6): 1166–1172. http://dx.doi.org/10.17507/tpls.0506.0610.17507/tpls.0506.06
]Search in Google Scholar
[
Zheng, Ying (2008). Anxiety and second/foreign language learning revisited. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en education 1(1).
]Search in Google Scholar
[
Zibin, Aseel, Abdel Rahman Altakhaineh (2019). The effect of blended learning on the development of clause combining as an aspect of the acquisition of written discourse by Jordanian learners of English as a foreign language. Journal of Computer Assisted Learning 35(2): 256–267. https://doi.org/10.1111/jcal.12327
]Search in Google Scholar
