Ajami-based Orthography Innovation for English Pronunciation Teaching: A Second-Phase Pilot Study

Abstract

This study investigates the effectiveness of an Arabic-based ajami script as a pedagogical tool for teaching English pronunciation to adult Hausa and Kanuri learners who are literate in Arabic through intensive learning of the holy Qur’an and other Islamic theology texts. Building on a prior pilot study, this second-phase implementation involved learners from two proficiency levels at the Centre for Research in Qur’anic Studies, Yobe State University. Using a pre- and post-instruction design, the study evaluated learners’ production of selected English consonants and vowels represented through adapted ajami orthography. Findings indicate that consonant acquisition was generally successful, particularly where stable sound-symbol correspondences were established. Vowel production was, to some extent, successful; however, it required iterative refinement of orthographic representations due to mismatches between Arabic phonological structures and English vowel complexity. The study demonstrates that ajami can significantly reduce orthographic ambiguity and support pronunciation learning, provided that systematic modifications and pedagogical scaffolding are applied. The findings contribute to discussions on orthographic innovation, cross-linguistic transfer, and literacy-based approaches to second language phonology.