![]() This study documents how children keep talking in English where an opportunity to use English is very limited in their country. This study argues that technology is a tool that can be used to maintain children’s ability to speak in English under a foreign language setting. This study employs observation and interview to obtain the data. This study investigates a set of efforts concerning the ability of those children to sustain their spoken language in a country where the English language is not there after returning back from an English speaking background. ![]() Their family such as their wife or their husband as well as their children goes with them for some years to live in an English speaking country. ![]() Increasingly, every year international students from Asian countries such as Japan, Korea, Vietnam, China, and Indonesia continue their study in English speaking countries such as the United States of America, the United Kingdom, Canada, New Zealand, and Australia. However, in global era where technology develops very rapidly, proficiency in English, in particular, speaking skill is highly demanded. Moreover, it becomes a major concern when the status of the language is only a foreign language, meaning that the language is not widely used as a tool of communication. How are children still able to speak in English in their homeland where the English language is not readily available there? The ability to speak English in a setting where the language is not readily available there, is not as easy as people think. 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.KeywordsPhonemic contrastLength of residenceEFL learnersContrastive analysisFlege’s Speech learning modelMinimal pairs ![]() 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 contracts 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). ![]()
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