Advantages of teaching phonemes to EFL young learners

Abstract

Despite established research affirming the necessity of phoneme instruction for successful new language acquisition, its systemic implementation remains deficient due to a lack of priority in educational syllabi, limited resources, and inadequate teacher t raining. This qualitative, phenomenological study was therefore initiated to explore the viewpoints of English as a Foreign Language (EFL) teachers regarding the value and effective methods of phoneme instruction, specifically aiming to identify the practical benefits for the spelling and reading abilities of EFL young learners. The research employed an interview method, utilizing a questionnaire of eight open-ended questions executed virtually to five experienced EFL teachers, with all data recorded and transcribed for detailed analysis of their professional perceptions and experiences. Results consistently highlighted that teachers overwhelmingly perceive a positive impact, noting that phoneme instruction significantly improves word decoding and the identification of letter-sound patterns, which consequently results in enhanced pronunciation and reading fluency when encountering new vocabulary. Highly effective strategies identified by participants include sound separation, word blending, structured exercises, and multisensory techniques such as music and play activities. Ultimately, these findings conclude that consistent phoneme instruction is fundamental in reducing student frustration, fostering greater confidence and independence, and improving overall reading comprehension, contributing positively not only to foreign language acquisition but also to the mother tongue due to improved phonemic awareness (PA).