Development of an instructional guide for Chinese EFL preservice teachers to teach phonics
<p>The purpose of this study is to develop a phonics instructional guide for pre-service</p><p>EFL teachers in China. The study employs a multi-phase mixed-method experimental</p><p>design that incorporates a survey, an experiment...
Saved in:
| Main Author: | |
|---|---|
| Format: | thesis |
| Language: | eng |
| Published: |
2022
|
| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=9674 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | <p>The purpose of this study is to develop a phonics instructional guide for pre-service</p><p>EFL teachers in China. The study employs a multi-phase mixed-method experimental</p><p>design that incorporates a survey, an experimental design, a delayed retention test, a</p><p>focus group discussion, and the trainers teaching reflection. The study is organized</p><p>into three phases in accordance with the ADDIE instructional design guideline: needs</p><p>assessment phase, design and development phase, and implement and evaluation</p><p>phase. This survey was distributrf to 254 pre-service EFL teachers For quantitative</p><p>studies, stratified random sampling is used to select representative samples from the</p><p>population, but the purposive selection is used for qualitative studies. The data from</p><p>multiple sources indicated that instructional design effectively equips pre-service EFL</p><p>instructors with subject matter content knowledge to teach phonics. Additionally, the</p><p>results indicated that pre-service EFL teachers require an instructional guide to learn</p><p>how to teach phonics and that current phonology classes in teacher preparation</p><p>programs should be reformed to place a greater emphasis on preparing pre-service</p><p>EFL teachers knowledge base for implementing phonics instruction in an explicit,</p><p>direct, and systematic manner. This study also yields pedagogical and theoretical</p><p>implicaions that pre-service EFL teachers professional development should be</p><p>complemented. Needs assessment should first be conducted before at the initial stage</p><p>of instructional design to ensure the quality of the instructional design product and</p><p>professional training. And, pre-service EFL teachers knowledge base, especially</p><p>subject matter content knowledge can be modified via enviromental input of</p><p>professional training which was conducted based on the needs assessment.</p> |
|---|