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This presentation examines how noun type plus semantic context would affect article use accuracy in adult learners of English. Raising students’ metalinguistic awareness was the focal method to increase accuracy; specifically by teaching students to make educated guesses about the semantic context of a noun, rather than considering its singularity, plurality, or countability, to determine the most appropriate article. The results show to what extent the different type of nouns affect students’ abilities to accurately use articles. The findings of this research could have implications for how we approach the difficult task of teaching article use in the classroom.