This study explores the extent to which Grammarly can be a reliable assessment tool for academic English writing. Ten articles published in high-status scholarly Q.1 journals and written by specialist English native speakers were used to evaluate the accuracy of Grammarly's flagged issues. The results showed that Grammarly tends to over-flag many issues resulting in many false positives; besides, it does not take into consideration optional usage in English. The study concluded that although Grammarly can identify many ambiguous instances of language use that writers would do well to review and consider for revision, it does not seem to be a reliable tool for assessing academic written English.

Adopting an Optimality-theoretic approach, this paper examines gemination in English loanwords in Ammani Arabic (AA). Data come from a corpus of 1200 loanwords as produced by 12 AA monolingual native speakers. Results show that gemination, which is not attested in the source input, is induced to satisfy AA structural constraints and to render the output better well-formed. Of particular interest, results show that the introduction of English loanwords into AA highlights the activity of a constraint that requires prosodic words in AA, and probably many Arabic dialects, to be left-aligned with a foot. This constraint enhances our understanding of many aspects of Arabic phonology such as stress assignment and foot formation. The study has important implications for Arabic phonology, loanword phonology and second language acquisition.

Objectives: This study investigated the validity of four language measures, i.e., phonological mean length of utterance (PMLU), the proportion of whole-word proximity (PWP), the proportion of whole-word correctness (PWC), and percentage of correct consonants, in assessing phonological development in Jordanian Arabic (JA) speaking children with phonological disorders in comparison with typically developing (TD) children.Methods: The study involved 88 monolingual JA-speaking children within the age range of 5 to 6 years, with 44 children diagnosed with phonological disorders and 44 TD children. Each group was further categorized into two age groups, namely 5;0-5;6 and 5,7-6,0. Data were gathered by observing the interactions between the children and their caregivers or parents using age-appropriate toys. A minimum of 100 utterances were collected from each participant.Results: The study found that TD children performed better than the children with phonological disorders on all measures, indicating delayed phonological performance in the phonological disorders group. Positive correlations between the measures were also observed, indicating their ability to provide significant information about children’s phonological abilities. Specific speech sound errors and substitution patterns exhibited by children with phonological disorders were identified, highlighting the motor control and articulatory challenges experienced by this group. Age was found to be a significant factor in the development of TD children, while children with phonological disorders showed similar scores across different age groups.Conclusion: These findings support the usage of the four measures for understanding phonological development in children with phonological disorders, accurately diagnosing them and tracking their progress.

This paper proposes an Optimality-Theoretic analysis of stress assignment in Levantine Arabic. The proposed hierarchy incorporates two constraints, namely *EXTENDED-LAPSE-R, which restricts stress to one of the last three syllables, and ALIGN-LEFT, which demands that the left edge of the prosodic word be aligned with a foot. This hierarchy is superior to earlier research as it successfully accounts for stress assignment in a more comprehensive and economical way. Most interestingly, it can account for the unexpected stress on a light penult in prosodic words ending in four light syllables and the paradoxical status of foot extrametricality without ad hoc parameterization of constraints. Moreover, findings show that footing in Levantine Arabic is iterative, an indication that secondary stress is attested in Levantine dialects.

This study investigates the production of vowel reduction among Jordanian–Arabic speakers of English. Two groups of speakers, intermediate and advanced, and a control group of English native speakers were asked to read a story. The phonetic properties of reduced vowels, namely duration, intensity, F0, F1, and F2 were measured and compared as produced by the three groups. Results show that there were considerable differences in duration as the reduced vowels produced by the Arabic speakers exhibited longer duration values than those produced by the native speakers. Slight differences were attested between the two proficiency groups. Also, it was found that lower F0, but not intensity, was used by all groups to signal lack of stress. Results revealed that advanced Arabic speakers of English failed to produce English schwa in a native-like manner both in terms of quantity and quality.