TEACHERS’ USE OF PHONICS INSTRUCTION IN TEACHING READING TO YOUNG ENGLISH LEARNERS

Abstract

This study aims to investigate the views of the English primary school teachers
about phonics instruction and their in-class practices of phonics instruction in teaching
reading. A questionnaire, class observations and interviews were used to collect data, with a
sample of 27 teachers from seven primary schools in a city in Central Vietnam. The data
were analyzed, synthesized and interpreted both quantitatively and qualitatively. The
findings showed that most of the teachers recognized the important role of phonics
instruction in teaching reading to young English learners. However, teachers’ knowledge of
phonics was a questionable matter as many of them were conflicted when talking about
aspects of phonics. In classroom practice, phonics instruction was hardly employed by the
observed teachers due to many reasons including teachers’ lack of skills and knowledge of
phonics, large size classes and limited teaching time, teachers’ doubt of teaching methods’
effects, and heavily implemented curriculum.