This study compares AI PengTalk’s assessments of Korean children’s pronunciation with the assessments of Korean teachers. Sixty Korean sixth-graders participated as assessees, and four Korean elementary teachers participated as assessors. Both PengTalk and the teachers rated the children’s production of 10 English sentences on a five-point scale. They focused on segmentals, stress-rhythm, intonation, and speech rate. The findings were as follows: Firstly, PengTalk evaluated the children’s pronunciation in the four elements significantly lower than the teachers across all English proficiency levels. Secondly, teachers’ ratings of the students aligned more closely with their pre-evaluated English proficiency levels than the AI PengTalk’s assessments. The teachers rated students at the upper level significantly higher than those at the intermediate level, who were, in turn, assessed significantly higher than those at the lower level in all four elements. Furthermore, AI PengTalk and the teachers differed in the mean order of the four elements, particularly in segmentals. Based on the results of this study, suggestions were made for the development and implementation of AI-based English programs.

The purpose of this paper is to compare between Korean and Arabic in terms of phonology and seek effective ways of teaching Arabic for Korean students. Arabic as a Semitic language has 28 consonants and 3 basic vowels (each of which is short and long, and 2 diphthongs). Meanwhile, Korean has 19 consonants and 22 vowels. Due to the phonological differences between Korean and Arabic, it is somewhat difficult for Korean students to learn the correct Arabic consonant phonemes. In this paper, firstly, the consonants are grouped into two: one group common to both languages, and another unique to Arabic consonants. They are explained by phonological and phonetic methods to teach the correct pronunciation of Arabic consonants. Secondly, the Arabic vowels are explained through the examination of allophones in comparison with Korean. Thirdly, the syllables are explained by the structure, sorts, and characteristics. Lastly, it is suggested that professional training in phonology and phonetics fields be provided to instructors so that they can teach correct Arabic pronunciation.