Sensory-based phonics instruction in efl reading

Abstract

This study aimed to understand the inclusion of sensory-based phonics instruction for the development of reading skills in English as a foreign language (EFL) in children aged 8 to 12. This study focused on discerning which sensory-phonetic activities aid in reading development. It also highlighted the various difficulties students encounter when learning to read in English and investigated how teachers incorporate sensory-phonetic strategies into their lessons. The study adopted a qualitative and phenomenological approach. Data was collected through interviews with five English teachers experienced in teaching English and phonology. Data analysis revealed patterns related to the experiences and perceptions of the interviewed teachers. The results revealed that most teachers employ multisensory strategies such as picture cards, songs, phonological games, body movements, and auditory activities to reinforce the relationship between phonemes and graphemes. Furthermore, they deduced that multisensory strategies strengthen the development of phonological awareness, fluent reading, reading comprehension, word decoding, and vocabulary acquisition. Despite this, obstacles were also identified, such as the similarity of sounds in English words, a lack of phonological foundations for good phonological awareness, limited vocabulary, insufficient teacher training, limited time for teaching, and a lack of teaching resources. In conclusion, it was determined that sensory-based phonetic instruction is a pedagogical strategy that strengthens the development of reading in English, fostering meaningful learning through visual, auditory, and kinesthetic channels.