Author(s)

Mengjiao Zhao ^1,2

Affiliation(s)

¹ Lyceum of the Philippines University–Batangas, Capital Site, Batangas City, 4200, Philippines
² Zhoukou Normal University, Zhoukou, Henan, 466000, China

Corresponding Author

Mengjiao Zhao

ABSTRACT

Phonics is a teaching method used to guide students to directly learn the pronunciation rules of 26 letters and letter combinations in words by emphasizing the name sounds of letters to establish the connection between letters and letter combinations with pronunciation to achieve the ability to read words when they see them and understand the words when they hear them. This method can reduce the difficulty of English learning for elementary students. To explore relationship among the status, challenges and strategies, the research made a questionnaire which was conducted in the central region of China-Henna Province, and 457 English teachers from 20 public primary schools and ten private elementary schools were randomly selected as participants. It was found that status of teachers' overall perception with efficient phonics instruction is relatively high, but challenges resulted from traditional teaching methods and the lacking of updated teaching resources led to students’ inefficient learning results. A highly significant correlation has been illustrated among the three variables When Grouped According to Profile. The better the status is, the less challenges teachers encountered, the more challenges exist, the more strategies are accepted.

KEYWORDS

Phonics Instruction, EFL Teachers, Primary School, Status, Challenges, Strategies

CITE THIS PAPER

Mengjiao Zhao, Status, Challenges, Andstrategies of Phonics Instruction in Thecentral Regionofchina. Advances in Educational Technology and Psychology (2023) Vol. 7: 7-11. DOI: http://dx.doi.org/10.23977/aetp.2023.071502.

REFERENCES

[1] Salman, B. (2019) Phonics Approach in Teaching Reading, International Journal of Multicultural and Multireligious Understanding (IJMMU). 6(3), 204-210.
[2] Cook, M., Whiting, M., & Adams, W. (2019). Investigating the impact of phonics-focused professional development opportunities. Literacy Research and Instruction, 58(3), 189-205.
[3] Flynn, N. (2021). Training Teachers for Phonics and Early Reading: Developing Researching for Practice, Journal of Research in Reading. (23), 48-72.
[4] James, W., Chapman, K. T. Greaney, A. W., & William, E. T. (2018). Teachers' use of phonics, knowledge of language constructs, and preferred word identification prompts about beginning readers, Australian Journal of Learning Difficulties, 23(1), 87-104.
[5] Sandra, S. (2022). Techniques and resources in teaching reading. Shanghai: Shanghai Foreign Language Education Press. 18, 108-160.
[6] Wang Q., Chen Z.H. (2016). English Grading Reading Standards for Primary and Middle School Students in China. Beijing: Foreign Language Teaching and Research Press (in Chinese). (12). 88-109.
[7] Wood, C., Kemp, N., & Waldron, S. (2019). Exploring the impact of computerized phonics interventions on early reading development. Journal of Experimental Child Psychology, 178, 328-344.
[8] Yuan, G. (2023). The Application of Phonics to Normal School Students' Ability to Spell English Words, Overseas English, 120-125.

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