Effects of Phonics Instruction on Enhancing English Reading Aloud Skills for Early Primary School Learners in Thailand’s Deep South
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Abstract
The objectives of this research were 1) to compare the English reading aloud skills of early primary school learners before and after learning using phonics instruction, 2) to examine learners' attitudes towards English reading aloud skills after learning through phonics instruction, and 3) to assess learners' satisfaction with phonics instruction. The sample group for this study comprised 20 early primary school learners selected using the purposive sampling method from Thailand’s Deep South in the first semester of the academic year 2021. The research instruments included lesson plans that utilized phonics instruction, an English reading aloud test, a questionnaire to assess learners' attitudes towards phonics instruction, and a satisfaction assessment form regarding phonics instruction. The statistical analysis employed mean, standard deviation, and a Dependent Sample t-test to compare the pretest and posttest scores. The results revealed that the scores of the learners' English reading aloud posttest were found to be significantly higher than their pretest scores, with statistical significance at the .05 level. The learners demonstrated a highly positive attitude (M = 4.58, SD = 1.82). Additionally, the learners expressed a high level of satisfaction with the phonics instruction (M = 2.87, SD = 2.14).
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