Exploring the Impact of Phonics Teaching Strategies on Improving EFL Primary School Reading Skills. The Case of Third year Pupils at 1st of November primary School in Bousaada, M’sila.

Abstract

Abstract

This study seeks to investigate how implementing a phonics teaching approach can enhance the reading abilities of primary school students learning English as a foreign language (EFL). To attain this research goal, an experimental approach was employed in the initial phase. A survey involving 17 EFL primary school teachers was administered to gauge their perspectives and teaching methods when instructing young learners. This survey laid the foundation for the teaching intervention employed in the experimental group, which included a suggested teaching method along with a reading assessment. The study involved 68 students divided into two groups. The results indicate statistically significant disparities in reading skills between the experimental and control groups. Furthermore, the outcomes underscore the efficacy of utilizing Phonics Teaching Strategies to enhance reading skills in EFL primary school settings. Consequently, this research recommends implementing phonics teaching as a preparatory approach prior to using the course book.