Analysis of phonological errors in online task-based environments: the case of learners of English as a Second Language (ESL) in Uganda

Abstract

The study investigates phonological errors made by learners of English as a Second Language (ESL) in online task-based learning environments in Uganda. It identifies, describes, and examines the nature of the phonemic errors based on learner recordings during communicative tasks. Undoubtedly, limited research is available on the learners of English as a second language in Uganda, specifically, in online task-based environments. The study adopts a task-based methodology where learners engage in language use, and their utterances were transcribed using the International Phonetic Alphabet (IPA) via PhoTransEdit. Error description follows Landi‘s (2008) typology, while Katamba‘s (1989) phonological framework guides the analysis of the underlying factors. Findings reveal that four of Landi‘s six error categories: substitution, omission, addition, and blend were identified. Movement and exchange errors were not observed, due to their association with planned rather than spontaneous speech. Substitution errors dominated other categories, particularly the ones involving vowel and consonant sounds such as /i/, /ɛ/, /aɪ/, /r/, /l/, /h/, and /z/. Notably, the study identifies a novel compound phonemic error, where multiple error processes co-occur within a single lexical item. The study further identifies phonological simplification as the primary factor why most of the identified errors occur. The study concludes Landi‘s (2008) framework accounts for the majority of errors, and Katamba‘s (1989) framework fully explains factors why these errors occur in leaner speech. Future research should expand the participant base to capture regional variation, evaluate the impact of digital feedback tools on pronunciation improvement, and develop context-sensitive correction strategies tailored to Ugandan learners.

Keywords: Error Analysis, phonological errors, task-based learning, online learning, English as a Second Language.