Phonetic Training and Orthographic Outcomes in L2 Learners: A Comparative Study of High- and Low-Variability Input

Abstract

Phonological awareness and spelling accuracy are essential skills in second language (L2) learning, particularly in English, where sound–letter relationships are inconsistent. While high-variability phonetic training (HVPT) has been shown to improve learners’ ability to perceive L2 sounds, its influence on orthographic development remains unclear. This study explores how both HVPT and low-variability phonetic training (LVPT) shape learners’ auditory categorization and spelling performance. First-semester English learners were assigned to either HVPT, LVPT, or a control group, completing aural oddity tasks followed by dictation-based spelling tests. Results showed that HVPT significantly enhanced phonological categorization, while both HVPT and LVPT led to marked improvements in spelling—both for familiar words and previously unseen vocabulary. The control group showed no progress in either domain, underscoring the need for structured phonetic instruction. These findings suggest that auditory training not only sharpens perception but also supports written accuracy, highlighting the need to reexamine how variability in training design impacts L2 development.