Enhancing English Proficiency through a Blended Phonics Strategy for First-Year University Students

บทคัดย่อ

This study investigates the effectiveness of a Blended Phonics Approach in enhancing English language skills among first-year students at Yala Rajabhat University. The research aims to improve phonemic awareness and decoding skills by comparing students who received this approach with those following the standard English communicative skills curriculum. A quasi-experimental design was employed with a pretest-posttest control group over three weeks. The sample included 60 students divided into experimental (n = 30) and control (n = 30) groups, all familiar with the Rumi script, a Romanized system for Local Melayu. Data collection involved pre-test and post-test assessments, a perception questionnaire and semi-structured interviews. Results showed significant improvement in phonics (experimental group: pre-test mean 45.3, post-test mean 72.4) and overall language skills (pre-test mean 50.1, post-test mean 75.6), with notable gains in speaking and vocabulary for the experimental group. Conversely, the control group showed modest improvements. Students in the experimental group reported higher self-perceived phonics awareness and believed in significant language skill enhancement. The study concludes that the Blended Phonics Approach, incorporating phonemic awareness, letter-sound correspondence and multisensory instruction, effectively enhances phonics and English proficiency. These findings underscore the potential of tailored phonics instruction for adult learners, particularly those accustomed to writing systems like Rumi. Practical implications highlight the approach's relevance in improving language acquisition strategies.