10.57647/jntell.2025.0401.02-correction

Correction to: Explicit vs. Implicit Instruction of Phonotactic Constraints: Enhancing Pronunciation and Sensitivity in Iraqi EFL Learners

  • Wurud Ammar Hassan Hassan1,
  • Zargham Ghabanchi2,
  • Salih Mahdi Adday Al-Mamoory3,
  1. Department of English, Isf. C., Islamic Azad University, Isfahan, Iran
  2. English Language Department, Faculty of Letters, Ferdowsi University of Mashhad, Mashhad, Iran
  3. Department of English Language/College of Education for Human Sciences-University of Babylon, Hilla, Iraq

Published in Issue 2025-07-04 — Updated on 2025-07-11

Copyright (c) 2025 . OICC Press (Author)

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How to Cite

Hassan, W. A. H., Ghabanchi, Z., & Al-Mamoory, S. M. A. (2025). Correction to: Explicit vs. Implicit Instruction of Phonotactic Constraints: Enhancing Pronunciation and Sensitivity in Iraqi EFL Learners. Journal of New Trends in English Language Learning (JNTELL), 4(2). https://doi.org/10.57647/jntell.2025.0401.02-correction
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Abstract

Correction to: Explicit vs. Implicit Instruction of Phonotactic Constraints: Enhancing Pronunciation and Sensitivity in Iraqi EFL Learners
Journal of Narrative and Theoretical Language Learning, Vol. 4, No. 1 (2025). https://doi.org/10.57647/jntell.2025.0401.02

In the originally published version of this article, the names of two authors were incorrectly spelled. The correct names are as follows:
• Wurud Ammar Hasan Hasan, previously published as “Wurud Ammar Hasan”
• Salih Mahdi Adday Al-Mamoory, previously published as “Salih Mahdi Adai Al-Mamoory”

These errors have now been corrected in both the online article webpage and the PDF version of the article. The publisher regrets the errors and apologises for any inconvenience they may have caused.

OICC Press
4 July 2025

References

  1. Ammar Hasan, W., Ghabanchi , Z. ., & Mahdi Adday Al-Mamoory, S. . (2025). Explicit vs. Implicit Instruction of Phonotactic Constraints: Enhancing Pronunciation and Sensitivity in Iraqi EFL Learners. Journal of New Trends in English Language Learning (JNTELL), 4(1). https://doi.org/10.57647/jntell.2025.0401.02