Chinese EFL Teachers’ Perception and Practice of Phonics Instruction
Bibliographic Data
| ID | 21805367 |
|---|---|
| Authors | Baoning Zhong (Guangdong University of Foreign Studies), Yeqin Kang (Guangdong University of Foreign Studies) |
| Year | 2021 |
| Volume | 12 |
| Issue | 6 |
| Pages | 990-999 |
| Publication date | 2021-11-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Language Teaching and Research (JOURNAL) |
| Journal identifiers | ISSN: 1798-4769 • E-ISSN: 2053-0684 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/jltr.1206.15 |
| OpenAlex | W3209297595 |
| Language | EN |
| Citations received | 3 |
| References cited | 11 |
Phonics was introduced to Chinese mainland two decades ago. To gain an empirical insight into teachers’ perception in teaching phonics to EFL students, this study draws upon data from a survey among 213 primary school EFL teachers in two Chinese provinces. The findings indicate that most teachers hold positive attitudes towards phonics, regarding it more as a word-attack skill. The improvement of teachers’ educational background predicts better phonics teaching effect, yet they need systematic phonics knowledge. Besides, teaching material and teaching strategies are greatly correlated with the teaching effect. It concludes that phonics should be integrated into regular textbooks and effective teacher training is significant for better improvement of phonics instruction
Mathematics education · Pedagogy · Perception · Phonics · Primary education · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
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New teachers’ identity shifts at the boundary of teacher education and initial practice
Systematic Phonics Instruction Helps Students Learn to Read
Research on Teachers’ Pedagogical Thoughts, Judgments, Decisions, and Behavior
Training teachers for phonics and early reading
Chinese EFL teachers’ knowledge of basic language constructs and their self-perceived teaching abilities
Measuring teachers’ content knowledge of language and reading
Teacher cognition in language teaching
Belief change towards self-directed learning in student teachers
Using Semantic Ambiguity Instruction to Improve Third Graders' Metalinguistic Awareness and Reading Comprehension
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |