Development of an instructional guide for Chinese EFL preservice teachers to teach phonics

The purpose of this study is to develop a phonics instructional guide for pre-serviceEFL teachers in China. The study employs a multi-phase mixed-method experimentaldesign that incorporates a survey, an experiment...

Full description

Saved in:

Bibliographic Details
Main Author:	Minjie, Chen
Format:	thesis
Language:	eng
Published:	2022
Subjects:	LB Theory and practice of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=9674
Tags:	Add Tag No Tags, Be the first to tag this record!

id	oai:ir.upsi.edu.my:9674
record_format	uketd_dc
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Minjie, Chen Development of an instructional guide for Chinese EFL preservice teachers to teach phonics
description	<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>
format	thesis
qualification_name
qualification_level	Doctorate
author	Minjie, Chen
author_facet	Minjie, Chen
author_sort	Minjie, Chen
title	Development of an instructional guide for Chinese EFL preservice teachers to teach phonics
title_short	Development of an instructional guide for Chinese EFL preservice teachers to teach phonics
title_full	Development of an instructional guide for Chinese EFL preservice teachers to teach phonics
title_fullStr	Development of an instructional guide for Chinese EFL preservice teachers to teach phonics
title_full_unstemmed	Development of an instructional guide for Chinese EFL preservice teachers to teach phonics
title_sort	development of an instructional guide for chinese efl preservice teachers to teach phonics
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Bahasa dan Komunikasi
publishDate	2022
url	https://ir.upsi.edu.my/detailsg.php?det=9674
_version_	1783730289809293312
spelling	oai:ir.upsi.edu.my:96742023-11-09 Development of an instructional guide for Chinese EFL preservice teachers to teach phonics 2022 Minjie, Chen LB Theory and practice of education <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> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9674 https://ir.upsi.edu.my/detailsg.php?det=9674 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Aberash, A. (2013). The extent of effectiveness of the training in Civil Service Unisersity Center for Training & Consultancy (Masters Thesis). https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/7685</p><p>Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT.</p><p>Aldoobie, N. (2015). ADDIE model. American International Journal of Contemporary Research, 5(6), 68-72. http://www.aijcrnet.com/journals/Vol_5_No_6_December_2015/10.pdf</p><p>Aldhanhani, Z. R, & Abu-Ayyash, E.A.S. (2020). Theories and research on oral reading fluency: What is needed? Theory and Practice in Language Studies, 10(4), 379-388.http://dx.doi.org/10.17507/tpld.1004.05</p><p>Al-Mghairi, A. M. (2018). The evaluation of training and development of employees: The case of a national oil and gas industry (Doctoral Dissertation).https://bura.brunel.ac.uk/handle/2438/17062</p><p>Amadi, E.A. (2019). Bottom-up theory and phonics instruction: Implications for beginning reading. European Journal of Applied Linguistics Studies, 1(2), 89-100. http://doi.org/10.5281/zenodo.3228773</p><p>Amadi, E. A., & Offorma, G. C. (2019). Effects of two phonics instructional modes on English as second language learnersachievement in reading. Studies in English Language Teaching, 7(2), 236-245. http://doi.org/10.22158/sel.v7n2p236</p><p>Armbruster, B. B., & Osborn, J. (2006). Put reading first: The research building blocks for teaching children to read (3rd ed.). The National Institute for Literacy. https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf</p><p>Arnold, J. M. (2010). Whole language. In C. T. Hunt, J. T. Lasley, II & D. C. Raisch (Eds.), Encyclopedia of Educational Reform and Dissent (pp. 940-942). SAGE Publication.</p><p>Bai, J. H. (2018). English. Hunan Juvenile & Childrens Publishing House.</p><p>Bachman, F. L. (1995). Fundamental considerations in language testing. Oxford University Press.</p><p>Bald, J. (2007). Using phonics to teach reading and spelling. Sage Publication.</p><p>Balmuth, M. (2009). The roots of phonics: A historical introduction (revised ed.). Paul H Brookes Publishing Co., Inc.</p><p>Bear, R. D., Invernizzi, M., Templeton, S., & Johnston, F. (2020). Words their way (6th ed.). Pearson Education.</p><p>Bennet, R. M. (2017). A qualitative thesis exploring the views of Cardiff metropolitan university and its third year business management students view of Cardiff metropolitan universitys brand (BA thesis). https://repository.cardiffmet.ac.uk/handle/10369/8651</p><p>Binks-Cantrll, E., Washburn, E., & Josh, M. M. R. (2012). Validation of an instrument for assessing teacher knowledge of basic language construct of literacy. Annals of Dyslexia, 62 (3), 153-171. https://doi.org/10.1007/s11881-012-0070-8</p><p>Bishop, M. M. (1986). The ABCs and all their tricks. Dickinson Press.</p><p>Blevins, W. (2006). Phonics from A to Z: A practical guide (2nd ed.). Scholastic.</p><p>Blevins, W. (2017). Phonics from A to Z: A practical guide (3rd ed.). Scholastic.</p><p>Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.</p><p>Branch, R. M. (2018). Characteristics of foundational instructional design models. In A. R. Robert & V. D. John (Eds.), Trends and issues in instructional design and technology (4th ed., pp23-30). Pearson.</p><p>Brady, S., Gillis, M., Smith, T., Lavalette, M., Liss-Bronstein, L., Lowe, E., North, W., Russo, E., & Wilder, T. D. (2009). First grade teachers knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes. Read Writ 22(4):425-455. https://doi.org/10.1007/s11145-009-9166-x</p><p>Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.</p><p>Brown, A. H., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd. ed.). Routledge.</p><p>Budiman, A. (2017). Behaviorism in foreign language teaching methodology. English Franca, 1(2), 101-114. http://dx.doi.org/10.29240/ef.v1i2.171</p><p>Cai, Y. (2020). A study of natural phonics on improving primary school students English vocabulary pronounciation and spelling ability-Based on the comparative analysis of class A& B, Grade 5 in S elementary school (Master thesis). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=17&CurRec=3&DbCode=CMFD&dbname=CMFD202101&filename=1020098721.nh</p><p>Carroll, M. J., Crane, B. C., Duff, J. F., Hulme, C., & Snowling, J. M. (2011). Developing language and literacy: Effective intervention in the early years. John Wiley and Sons, Ltd.</p><p>Carver, R. P. (1977-1978). Toward a theory of reading comprehension and reading. Reading Research Quarterly, 13(1), 8-63. https://doi.org/10.2307/747588</p><p>Cennamo, K., & Kalk, D. (2019). Real world instructional design: An iterative approach designing learning experiences. Taylor & Francis Group.</p><p>CGPS Student Course Evaluation Survey (n.d.) https://www.okbu.edu/academics/documents/cgps-student-course-evaluation-survey.pdf</p><p>Chall, J. S. (1996). Stages of reading development. Harcourt</p><p>Chang, H. C. (2017). The effects of test trial and processing level on immediate and delayed retention. Europes Journal of Psychology, 13 (1), 129-142. http://doi.org/10.5964/ejop.v13i1.1131</p><p>Chen, I. (2011). Behaviorism and developments in instructional design and technology. In S. Clarke, M. E. Jennex, A. Becker & A.V. Anttiroiko (Eds.), Instructional design: Concepts, Methodologies, tools and applications. Information Science Reference.</p><p>Chen, S. (2019). An action research on employing phonics to develop pupils key. Competencies in the English subject (Master thesis). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=18&CurRec=4&DbCode=CMFD&dbname=CMFD201902&filename=1019147943.nh</p><p>Chen, Y. D. (2020). An experimental study on the influence of phonics on English vocabulary ability of senior pupils (Master thesis).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=4&CurRec=1&DbCode=CMFD&dbname=CMFD202002&filename=1020904340.nh</p><p>Clarken, M. R. (2017). EFL education in mainland China: Word memorization and. Essay writing among high school sophomores (Doctoral dissertation, Michigan Technological University). https://digitalcommons.mtu.edu/cgi/viewcontent.cgi?article=1607&context=etdr</p><p>Clemens, N. H., Lai, M. H. C., Burke, M., & Wu, J.-Y. (2017). Interrelations of growth in letter naming and sound fluency in kindergarten and implications for subsequent reading fluency. School Psychology Review, 46(3), 272287. https://doi.org/10.17105/SPR-2017-0032.V46-3</p><p>Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.</p><p>Connelly, V., Johnston, R., & Thompson, B.G. (2001). The effect of phonics instruction on the reading comprehension of beginning readers. Reading and Writing: An Interdisciplinary Journal, 14(5-6), 423457.</p><p>Creswell, J. W., & Creswell, D. J. (2018). Research design (5th ed.). Sage publications.</p><p>Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage Publications.</p><p>Davis, A. (2013). To read or not to read: Decoding synthetic phonics. Philosophical Perspectives on Education Policy, 2013(20), 1-38. https://doi.org/10.1111/2048-416X.2013.12000.x</p><p>Davis, M. J. (2015). Sampling and what it means. In J. D. Brown, & C. Coombe (Eds.), The Cambridge guide to research in language teaching and learning (pp.198-206). Cambridge University Press.</p><p>Department for Education and Skills. (2007). Letters and sounds: Notes of guidance for practitioners and teachers.https://issuu.com/etchongkong/docs/note.</p><p>Department of Education, Science and Training. (2005). Teaching reading: Report and recommendations. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=tll_misc</p><p>Diller, D. (2007). Making the most of small groups: Differentiation for all. Stenhouse Publisher.</p><p>Ding, G. S., & Li, T. (2016). SPSS guidebook: From research design to data analysis. Mechanical Industry Press.</p><p>Domjan, M. (2015). The principles of learning and behavior (7th ed.). Cengage Learning.</p><p>Donat, J. D. (2003). Reading their way: A balance of phonics and whole language. The Scarecrow Press.</p><p>Drnyei, Z. (2003). Questionnaires in second language research: Construction, administration and processing. Lawrence Erlbaum Associates Publishers.</p><p>Drnyei, Z., & Csizr, K. (2012). How to design and analyze surveys in second. Language acquisition research. In A. Mackey, & M. S. Gass (Eds.), Research methods in second language acquisition: A practical guide. (pp.74-94). A John Wiley & Sons, Ltd, Publication.</p><p>Dow, R. S., & Baer, G. T. (2007). Self-paced phonics: A text for educators. Pearson.</p><p>Driscoll, M. P. (2018). Psychological foundations of instructional design. In A. R. Robert & V. D. John (Eds.), Trends and issues in instructional design and technology (4th ed., pp52-60). Pearson.</p><p>Durkin, D. (1993). Teaching them to read. Allyn & Bacon.</p><p>Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford University Press.</p><p>El-Amin, A. (2020). Andragogy: A theory in practice in higher education. Journal of Research in Higher Education, 4(2), 54-69. http://doi.org/10.24193/JRHE.2020.2.4</p><p>Forstall, M. (2019, May 14). Bottom-Up theories of the reading process.https://www.theclassroom.com/topdown-reading-model-theory-13028.html</p><p>Frank, M. (2016). Teaching Analogy Phonics. Atlas.</p><p>Fraenkel, J.R., Wallen, N. E., & Hyun, H.H. (2011). How to design and evaluate research in education (8th ed.). McGraw-Hill Companies Inc.</p><p>Friedman, A. (2019, May 10). The top-down reading model theory.https://www.theclassroom.com/topdown-reading-model-theory-13028.html</p><p>Gagn, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Thomson Learning.</p><p>Ghoneim, N. M. M., & Elghotmy, H. E. A. (2015). The effect of suggested. Multisensory phonics program on developing kindergarten pre-service teachers EFL reading accuracy and phonemic awareness. English Language Teaching, 8(12), 124-143. http://dx.doi.org/10.5539/elt.v8n12p124</p><p>Gillon, G. T. (2017). Phonological awareness: From research to practice. Guilford. Press.</p><p>Gopal, R., & Singh, C. K. S. (2020). Arising reading patterns in understanding literary texts. Students in English Language and Education, 7(2), 407-420. https://doi.org/10.24815/siele.v7i2.16663</p><p>Gopal, R., & Mahmud, C. T. (2018). Miscue Analysis: A glimpse into the reading process. Students in English Language and Education, 5(1), 12-24</p><p>Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & I.G. Mattingly (Eds.), Language by ear and by eye: The relationship between speech and reading (pp. 331-358). M.I.T Press.</p><p>Goswami, U. (1986). Childrens use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42(1), 73-83. https://doi.org/10.1016/0022-0965(86)90016-0</p><p>Graves, K. (2000). Designing language courses: A Guide for teachers. Heinle & Heinle Publishers.</p><p>Groff, P. (1989). Modern phonics instruction. https://files.eric.ed.gov/fulltext/ED328900.pdf</p><p>Grossman, L. P. (1989). A study in contrast: Source of pedagogical content knowledge for secondary English. Journal of Teacher Education, 40(5), 24-31. https://doi.org/10.1177/002248718904000504</p><p>Guyer, M. (2016). Training from A to E: Analysis to evaluation white paper. U.S. Department of Justice. https://nicic.gov/training-e-analysis-evaluation</p><p>Han, G. (2011). Constructing pedagogical content knowledge in EFL teachers. Shanghai Foreign Language Education Press.</p><p>Han, X. (2018). Investigation of teacher assesses system based on non-normal students (Masters thesis).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=9&CurRec=13&DbCode=CMFD&dbname=CMFD201901&filename=1018149537.nh</p><p>Hangensick, J. A. (2015). Word families and decoding by analogy for word recognition (Masters thesis). http://digitalcommons.stritch.edu/etd/215</p><p>Hatcher, P. (2006). Phonological awareness and reading intervention. In M. J. Snowling & J. Stackhouse (Eds.), Dyslexia, speech and language: a practitioners handbook (2nd ed., pp. 167-197). Whurr.</p><p>He, S. Q. (2018). An empirical study of the impact of phonics on the reading and writing of English vocabulary in primary schools (Masters thesis, Shanghai International Studies University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=28&CurRec=1&DbCode=CMFD&dbname=CMFD201802&filename=1018231078.nh</p><p>Hepplewhite, D. (2020). Oxford phonics spelling dictionary. Oxford.</p><p>Holmes, M. V. (2009). Bottom-up processing and reading comprehension in experienced adult readers. Journal of Research in Reading. 3(3), 309-326. https://doi.org/10.1111/j.1467-9817.2009.01396.x.</p><p>Honan, E. (2015). Preparing Australian teachers to teach literacy. Australian Literacy Educators Association.https://www.alea.edu.au/documents/item/1083</p><p>Hsieh, H. F. & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687</p><p>Hu, N. (2020). A study on the application of phonics instruction in primary school English vocabulary teaching (Masters thesis, Southwest University).https://kns.cnki.net/kns8/Detail?sfield=fn&QueryID=25&CurRec=3&DbCode=CMFD&dbname=CMFD202101&filename=1021533366.nh</p><p>Huangpu, H. T. (2017). Phonics in China for ten years. Chinese Youth, 2 (4), 81-82.</p><p>Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning centered approach. Cambridge University.</p><p>Huang, L. Y. (2014). Learning to read with whole language approach: The teachers view. English Language Teaching. 7(5), 71-77.</p><p>Huang, S. S. (2019). A case study on the effect of phonics readers on fourth graders English reading decoding ability (Masters thesis, Guangzhou university). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=35&CurRec=5&DbCode=CMFD&dbname=CMFD202001&filename=1019615723.nh</p><p>Huang, Y. Y. (2017). Exploring English Vocabulary Memorizing. Nong Jia Can Mou, 23(3), 164-164.</p><p>Hufnagel, P. (2009). Phonics and whole language. In E. F. Provenzo, & A. B. Provenzo (Eds.), Encyclopedia of the social and cultural foundations of education (pp. 581-581). SAGE Publications.</p><p>International Literacy Association. (2017). Standard for the preparation of literacy professionals.https://www.uas.alaska.edu/education/documents/reading/ila_standards.pdf</p><p>International Literacy Association. (2018). Explaining phonics instruction: An educators guide. https://literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf</p><p>International Literacy Association. (2019). Meeting the challenges of early literacy phonics instruction. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-meeting-challenges-early-literacy-phonics-instruction.pdf</p><p>International Literacy Association. (2020). The science of reading: Supports, critiques, and1questions. https://literacyworldwide.org/docs/default-source/resource-documents/rrq-sor-executive-summary.pdf</p><p>Iowa Training Evaluation for Participants. (n.d). https://www.cal.org/caelanetwork/profdev/states/iowa/training-evaluation.pdf</p><p>Iowa Adult ESL Regional Training Specialsts Trainer Self-Assessment. (n.d). https://www.cal.org/caelanetwork/profdev/states/iowa/self-relfection.pdf</p><p>Iswati, L., & Triastuti, A. (2021). Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments. Studies in English Language and Education, 8(1), 276-293. http://doi.org/10.24815/siele.v8i1.17301</p><p>Islam, M. H. (2015). Thorndike Theory and its application in learning. At-Talim: Jurnal Pendidikan,1(1), 37-47. https://ejournal,inzah.ac.id/index.php/attalim/article/view/166</p><p>John, S., & Gerry. S. (1990). Pre-service teachers schemata for a diagnostic framework in reading. Reading Research and Instruction, 30 (1), 30-43.</p><p>Johnson, D. D. & Pearson, P. D. (1978). Teaching reading vocabulary. Holt, Rinehart & Winston.</p><p>Johnson, P. A. (2016). 10 Essential Instructional Elements for Students with Reading Difficulties: A Brain-Friendly Approach. Corwin Press.</p><p>Johnson, R. B., & Bendolph. A. (2018). Evaluation in instructional design: A comparison of the major evaluation models. In A. R. Robert & V. D. John (Eds.), Trends and issues in instructional design and technology (4th ed., pp87-96). Pearson.</p><p>Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative and mixed approaches (7th ed.). Sage Publications, Inc.</p><p>Johnston, R. & Watson, J. (2007). Teaching synthetic phonics. Learning Matters Ltd.</p><p>Joshi, R. M., Binks, E., Hougen, M., Dahlgren, M., Dean, E., & Smith, D. (2009). Why elementary teachers might be inadequately prepared to teach reading. Journal of Learning Disabilities, 42 (5), 392402.</p><p>Kathpalia, S. S., & Heal, C. (2007). Planning syllabus through professional partnerships. LSP and Professional Communication, 7(1), 8-25. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.872.4529&rep=rep1&type=pdf</p><p>Kaplan, D. E. (2018). Behaviorism in online teacher training. Psychology. 9(4), 570-577. https://doi.org/10.4236/psych.2018.94035</p><p>Kent, M. A, Giles, M. R., & Hibberts, M. (2013). Preparing elementary educators to teaching reading: An exploratory study of preservice teachers evolving sense of reading effectiveness. International Journal for the Scholarship of Teaching and Learning, 7(2), Article23. https://doi.org/10.20429/ijsotl.2013.070223</p><p>Kelly, A.C. (2016). Cracking the code: An effectiveness study (Masters thesis). https://espace.curtin.edu.au/bitstream/handle/20.500.11937/615/246381_Kelly%202016.pdf?isAllowed=y&sequence=2</p><p>Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. (3rd ed.). Berrett-Koehler.</p><p>Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015) The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.</p><p>Kothari, C. R. (2009). Research methodology, methods and techniques (2nd revised ed.). New Age International Publishers.</p><p>Krueger, R. A., & Casey, M. A. (2015). Focus group interviewing. In K.E. Newcomer, H. P. Hatry, & J. S. Wholey (Eds.). Handbook of practical program evaluation (4th ed.). Wiley.</p><p>Kumar, R. (2019). Research methodology: A step-by-step guide for beginners (5th ed.). Sage Publications Ltd.</p><p>Kumari, S., Kaur, S., & Dhakar, J. (2017). A pilot study to assess validity and reliability of newly developed -Clininical Competence Self Assessment Tool (CCSAT). Santosh University Journal of Health Sciences, 33(2), 61-64. https://doi.org/10.18231/2455-1732.2017.0019</p><p>Kurt, S. (2020, July). Andragogy Theory of Adult Learning-Malcolm Knowles. https://educationaltechnology.net/andragogy-theory-malcolm-knowles/</p><p>LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing. Cognitive Psychology, 6 (2), 293-332.</p><p>Levine, A. (2006). Educating school teachers. ERIC database. (ED504144). https://eric.ed.gov/?id=ED504144</p><p>Lewis, M., & Ellis, S. (2006). Phonics practice, research and policy. Paul Chapman Publishing.</p><p>Litchield, K. A., & Kelley H. M. (2011), Phonemic reading skills. In S. Goldstein, & J.A. Naglieri (Eds.), Encyclopedia of children behavior and development (pp.1086). Springer. https://doi.org/10.1007/978-0-387-79061-9_2142</p><p>Li, Y. X. (2019). A Complementary study of phonics and phonetic symbols in teaching primary English (Masters thesis, Jilin International Studies University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=37&CurRec=4&DbCode=CMFD&dbname=CMFD201902&filename=1019146990.nh</p><p>Li, H. D. (2015). An experimental study of the impact of THRASS (A Systematic Phonics Learning Program) on elementary school students in China (Master thesis, Hangzhou Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=41&CurRec=1&DbCode=CMFD&dbname=CMFD201601&filename=1015446433.nh</p><p>Liu, C. (2019). A study on the application of phonics to English vocabulary teaching in junior high school (Masters thesis, Yili Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=10&CurRec=432&DbCode=CMFD&dbname=CMFD201902&filename=1019099686.nh</p><p>Liu, G. C. (2019). The effectiveness of phonics instruction in English vocabulary teaching at primary schools (Masters thesis, Yunnan Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=44&CurRec=2&DbCode=CMFD&dbname=CMFD202001&filename=1019922974.nh</p><p>Liu, R. H. (2021). Research on the post admittance mechanism of primary and secondary school teachers in China (Masters thesis, Shenyang Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=4&CurRec=1&DbCode=CMFD&dbname=CMFDTEMP&filename=1021600127.nh</p><p>Long, Y. H. (2019). On the current situation and countermeasures of applying phonics to English teaching of rural middle schools-Take Jiujiang Middle School of Shuangliu District in Chengdu for example (Masters thesis, Sichuan Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=25&CurRec=6&DbCode=CMFD&dbname=CMFD202001&filename=1020015165.nh</p><p>Lyon, A., & Moore, P. (2003). Sound system: Explicit, systematic phonics in early literacy contexts. Stephen House Publisher.</p><p>Macalister, J. & Nation, I. S. P., & (2020). Language Curriculum Design (2nd ed.). Routledge.</p><p>Macy, S., & Lambert, C. M. (2011). Phonics. In S. Goldstein & J. A. Naglieri (Eds.), Encyclopedia of child behavior and development (pp.1089-1090). Springer. https://doi.org/10.1007/978-0-387-79061-9_2143</p><p>Manchester Metropolitan University. (2015). PGCE phonics and early reading training and professional training. Faculty of Education. https://www.mmu.ac.uk/media/mmuacuk/content/documents/primary-teacher-education/partnership/2015-16/school-based-training-documents/pgce/Teaching-Phonics-PGCE.pdf</p><p>Martella, R. C., Nelson, J. R., Morgan, R. L., & Marchand-Martella, N.E. (2013). Undertanding and interpreting educational research. The Guilford Press.</p><p>Martin, F. (2011). Instructional design and the importance of instructional alignment. Community College Journal of Research and Practice, 35(12), 955-972. http: //doi.org/10.1080/10668920802466483.</p><p>Mason, L. H. (2010). Literacy instruction for students with special needs. In P. Peterson, E. Baker & B. McGaw (Eds.). International encyclopedia of education (3rd ed., pp.759-766). Elsevier.</p><p>McConnell, C., Conrad, B., & Uhrmacher, P.B. (2020). Lesson planning with purpose: Five approaches to curriculum design. Teachers College Press.</p><p>McCoy, R. (2017). Phonics preparation in teacher education programs. The Kabod, 3(3), Article7.https://digitalcommons.liberty.edu/kabod/vol3/iss3/7</p><p>McNamara, T. (2014). Language testing. Oxford University Press.</p><p>Meeks, J. L., & Kemp. R. C. (2017). How well prepared are Australian pre-service teachers to teach early reading skills? Australian Journal of Teacher Education, 42(11),1-17. https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3382&context=ajte</p><p>Ministry of Education. (2011). English curriculum for compulsory education. Beijing Normal University Publishing Group.</p><p>Moats, L. C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written Language. Annals of Dyslexia, 44(1), 81-102. https://doi.org/10.1007/BF02648156</p><p>Moats, L. C. (1995). The missing foundation in teacher preparation. American Educator, 19(9), 43-51.https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.467.368&rep=rep1&type=pdf</p><p>Moats, L. C. (2009). Knowledge foundations for teaching reading and spelling. Reading & Writing: An Interdisciplinary Journal, 22(4), 379399. http://doi.org/10.1007/s11145-009-9162-1.</p><p>Moats, L. C. (2014). What teachers dont know and why they are not learning it: Addressing the need for content and pedagogy in education. Australian Journal of Learning Difficulties, 19(2), 75-91. http://doi.org/ 10.1080/19404158.2014.941093</p><p>Morton, R. J. (2011). Phonological awareness and reading ability in children. Research Papers. Paper 94. http://opensiuc.lib.siu.edu/gs_rp/94</p><p>Morrison, G. R., Ross, M. S., Morrison, R. J., & Kalman, H. K. (2019). Designing effective instruction (8th ed.). Wiley.</p><p>Morrow, L. (2014). Literacy development in the early years: Helping children read and write. Pearson New International Edition (7th ed.). Pearson Education Limited.</p><p>Nafiah, U. (2020). Developing English modules with integrated Islamic values and Jambi local wisdom. Studies in English Language and Education, 7(1), 96-112. http://doi.org/10.24815/siele.v7il.15138</p><p>Nasir, C., Gani, S. A., & Haqqini, D. (2019). Group investigation technique for better reading comprehension skill. Studies in English Language and Education, 6(2), 251-261. http://www.jurnal.unsyiah.ac.id/SiELE/article/download/13619/11114</p><p>Nazir, F. B. (2018). Stimulus-response theory: a case study in the teaching and learning of Malay language among year 1 pupils. The Journal of Social Science Research, 4(10), 153-157. http://doi.org/10.32861/journal.7.2018.410.153.157</p><p>National Reading Panel. (2000). Report of the national reading panel: Teaching children to read. (U.S.). https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf</p><p>NSW Department of Education and Training Learning and Development. (2009). Literacy teaching guide: Phonics. https://newcastleearlycareerteachers.files.wordpress.com/2013/02/guide_phonics.pdf</p><p>Nunn, S., Quach, R.S., Schaefer, V., & Jonas, D. (2019). Evidence-based practices for teaching phonological and phonemic awareness. Regional Education Laboratory.https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/pdf/CoachingMemo_508.pdf</p><p>Oducado, R. M. F. (2020). Survey Instrument Validation Rating Scale. http://dx.doi.org/102139/ssrn.3789575</p><p>Pan, Y. (2011). Characteristics of Mandarin-Speaking students English phonological awareness development and its correlation with reading (Doctoral dissertation, Northeast Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=5&CurRec=1&DbCode=CDFD&dbname=CDFD1214&filename=1012292911.nh</p><p>Papp, S. (2020). Phonics and literacy instruction for young learners in EFL. Part of the Cambridge papers in ELT series. Cambridge University Press.https://www.cambridge.org/hu/files/8915/8687/2095/CambridgePapers_In_ELT-Phonics__Literacy_minipaper_ONLINE.pdf</p><p>Parker, S. (2019). Synthetic phonics: What it is and what it is not. Bulletin Learning Difficulties Australia, 51(2&3).17-20. https://www.ldaustralia.org/Parker%20on%20Synthetic%20Phonics,%20LDA%20Bulletin,%20Vol%2051,%20Nos%202%20and%203,%20Summer%202019.pdf</p><p>Parker, S. (2019, March 13). A brief history of reading instruction. https://www.parkerphonics.com/post/a-brief-history-of-reading-instruction</p><p>Pearson, P. D., & Kamil, M. L. (1979). Basic process and instructional practices in teaching reading. New York University Education Quarterly. 10(2), 9-16.</p><p>Piasta, S. B., Connor, C. M., Fishman, B. J., & Morrison, F. J. (2009). Teachers knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13(3), 224-248.https://doi.org/10.1080/10888430902851364</p><p>Phipps, B. (2011). A Study of Phonics Instruction: Teaching Phonics Dance to At-Risk Elementary Students to Improve Decoding Skills.Centennial Library.</p><p>Piskurich, G. M. (2015). Rapid Instructional Design: Learning ID fast and right (3rd ed.). Wiley.</p><p>Price, M. S. (2015). The teaching of explicit phonics effects on kindergarten reading readiness scores (Doctoral dissertation). https://core.ac.uk/download/pdf/58826224.pdf</p><p>Purwanto, N. (2009). The principles and techniques of teaching evaluation. Remaja Rosda Karya.</p><p>Qin, X. B. (2019). English. Hu Nan Education Press & Shan Dong Education Press.</p><p>Redondo, M. (1997). Reading Models in Foreign Language Teaching. Revista Alicantina de Estudios Inglese,10 (1997), 139-161.https://rua.ua.es/dspace/bitstream/10045/6000/1/RAEI_10_11.pdf</p><p>Ren, L. (2020), Discuss the importance of phonetic teaching in primary school English teaching. Little Learner Magazine, 3(2), 94-94.</p><p>Ren, Y. X. (2019). A study on the application of phonics to English vocabulary teaching in primary school (Master thesis, Guizhou Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=4&CurRec=1&DbCode=CMFD&dbname=CMFD201902&filename=1019860613.nh</p><p>Reutzel, D. R., & Cooter, R. B. (2009). The essentials of teaching children to read: What every teacher should know! (2nd ed.). Allyn and Bacon Publishing Company.</p><p>Reyolds, J-E. (2018, May). Implication of learning theories on instructional design. https://elearningindustry.com/learning-theories-instructional-design-implications</p><p>Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central and backwards design. RELC Journal, 44(1), 5-33.</p><p>Richey, R. C., & Klein, J. D. (2005). Developmental research methods: Creating knowledge from instructional design and development practice. Journal of Computing in Higher Education, 16(2), 23-38.https://doi.org/10.1007/BF02961473</p><p>Richey, R. C., Klein, J. D., & Nelson, W. A. (2004). Developmental research: Studies of instructional design and development. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp.10991130). Lawrence Erlbaum Associates Publishers.</p><p>Robinson, J. M. (2018). Evaluation of teaching methods to improve reading performance of English language learners. Advancement of Educational Research International. 12(1), 25-33. https://eric.ed.gov/?id=EJ1209451</p><p>Rose, J. (2006). Independent review of the teaching of early reading. Department for Education and Skills. https://dera.ioe.ac.uk/5551/2/report.pdf</p><p>Rothwell, W., Benscoter, B., & King, M. (2016). Mastering the instructional design process (5th ed.). Wiley.</p><p>Salinger, T., Mueller, L., Song, M., Jin, Y., Zmach, C., Toplitz, M., Partridge, M., & Bickford, A. (2010). Study of teacher preparation in early reading instruction (NCEE2010-4036). Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/pubs/20104036/pdf/20104036.pdf</p><p>Schunk, D. H. (2020). Learning theories: An educational perspective (8th ed.). Pearson.</p><p>Seel, N. M., Lehmann, T., Blumschein, P., & Podolskiy, O. A. (2017). Instructional design for learning: Theoretical foundations. Sense Publisher.</p><p>Senior, A. T. (2013). Whole language and phonics: Which instructional practices are most effective in teaching at-risk students to read? (Master thesis). https://mro.massey.ac.nz/bitstream/handle/10179/5164/02_whole.pdf?sequence=2&isAllowed=y</p><p>Sivakumar, P., & Dihanaraj, P. P. (2017, Feb 2). Theories of learning and its educational implications.https://tntess.blogspot.com/2017/02/theories-of-learning-and-its.html</p><p>Shanahan, T. (2005). Reports from subgroups, teaching children to read, an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Learning Point Associates. http://files.eric.ed.gov/fulltext/ED489535.pdf</p><p>Shanahan, T. (2018,). Which is best? Analytic or synthetic phonics? https://www.readingrockets.org/blogs/shanahan-literacy/which-best-analytic-or-synthetic-phonics</p><p>Shen, P. (2016). Skills for words memorization in primary schools. Western China Quality Education, 22 (2), 298.http://doi.org/10.16681/j.cnki.wcqe.201622241</p><p>Shi, J. P. (2018). English. Shanghai Education Publishing House.</p><p>Shulman, S. L. (1986). Those who understand: Knowledge growth. Teaching Educational Researcher, 15(2), 4-14. http://www.jstor.org/stable/1175860</p><p>Shulman, S. L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://people.ucsc.edu/~ktellez/shulman.pdf</p><p>Smith, T. (2014). Methods and modes of learning. Salem Press Inc.</p><p>Song, L. M. (1991). Education measurement. Middle China Press.</p><p>Spear-Swerling, L, Brucker, P. O., & Alfano, M. P. (2005). Teachers literacy related knowledge and self-perceptions in relation to preparation and experience. Annals of Dyslexia, 55(2), 266296. https://doi.org/10.1007/s11881-005-0014-7</p><p>Spear-Swerling, L., & Brucker, P. O. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, 54(2), 332364. http://doi.org/10.1007/s11881-004-0016-x</p><p>Sprague, C. (2014). Language learning and development. Salem Press Inc.</p><p>Stanovich, K. E. (1993). Romance and reality: The Reading Teacher, 47 (4), 94.https://eric.ed.gov/?id=EJ477302</p><p>Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundation & new frontiers. Guilford Press</p><p>Stuart, M. (1995). Recognizing printed words unlocks the door to reading: How do children find the key? In E. Funnell & M. Stuart (Eds.), Learning to Read: Psychology in the Classroom. Blackwell.</p><p>Sun, X. N. (2019). A study on the application of phonics in vocabulary pronunciation and spelling teaching in Grade Two of juninor high school (Masters thesis, Shanxi Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=1&CurRec=5&DbCode=CMFD&dbname=CMFD202001&filename=1020007281.nh</p><p>Suraprajit, P. (2019). Bottom-up vs top-down model: The perception of reading strategies among Thai university students. Journal of Language Teaching and Research, 10 (3), 454-460. http://dx.doi.org/10.17507/jltr.1003.07</p><p>Surdyanto, A., & Kurniawan, W. (2020). Developing critical reading module using Integrated Learning Content and Language Approach. Studies in English Language and Education, 7(1), 154-169. http://doi.org/10.24815/siele.v7i1.15098</p><p>Swanson, C. C. (2014). Phonics curriculum-based measurement: An initial study of reliability and validity (Doctoral dissertations), Alfred University, New York. ERIC database. (ED568998). https://eric.ed.gov/?id=ED568998</p><p>Syamdianita., & Cahyono, B. Y. (2021). The EFL pre-service teachers experiences and challenges in designing teaching materials using TPACK framework. Studies in English Language and Education, 8(2), 561-577. http://doi.org/10.24815/siele.v8i2.19202</p><p>Tahir M. H. M., Shah, D. S. M., Shak, M. S. Y., Albakri, I. S. M. A., & Adnan, A. H. M. (2021). Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners. Studies in English Language and Education, 8(3), 1227-1247. http://doi.org/10.24815/siele.v8i3.19539</p><p>Taylor, B. J., Branscombe, A. N., Burcham, G. J., Lan, L., Armstrong, S., Carr, A., & Martin, A. (2011), Beyond early literacy: A balanced approach to developing the whole child, Routledge.</p><p>Tipton, L. (2018). Phonics-based interventions. In E. Braaten (Ed.), The SAGE encyclopedia of intellectual and developmental disorders (pp.1237-1239). Sage Publications. https://www.doi.org/10.4135/9781483392271.n383</p><p>Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 4056.</p><p>Wajiha, M., Alam, S., Hassan, U., Zafar, T., Butt, R., Konain, S., & Rizvi, M. (2017). Difficulty index, discrimination index and distractor efficiency in multiple choice questions. Annals of PIMS, 13(4), 310-315.</p><p>Wahba, M. S. (2019). Report of training needs assessment (TNA). International Commission Irrigation and Drainage.https://www.icid.org/AFRWG_TNA_Report.pdf</p><p>Wang, L. Y. (2018). The application of phonics to English phonetics teaching in primary school (Masters thesis, Fujian Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=2&CurRec=12&DbCode=CMFD&dbname=CMFD201902&filename=1019122784.nh</p><p>Ward, T. (2012). Understanding teaching and learning as inseparable process. Common Ground Journal, 10 (1), 45-61.</p><p>Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E.S. (2011). Teachers knowledge of basic language concepts and dyslexia. Annals of Dyslexia, 17(2), 165-183. http://doi.org/10.1002/dys.426</p><p>Washburn, E. K., Binks-Cantrell, E.S., Joshi, R.M., Martin-Chang, S., & Arrow, A.(2016). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Annals of Dyslexia, 66(1), 7-26. http://link.springer.com/article/10.1007/s11881-015-0115-x</p><p>Washburn, E. K., & Mulcahy, C. A. (2014). Expanding preservice teachers knowledge of the English language: Recommendations for teacher educators. Reading and Writing Quarterly, 30 (4), 328347.http://doi.org/10.1080/10573569.2013.819180</p><p>Weegar. M. A. (2012). A comparison of two theories of learning-Behaviorism and Constructivism as applied to face-to-face and online learning. E-Leader Manila. https://www.semanticscholar.org/paper/A-Comparison-of-Two-Theories-of-Learning-and-ivism-Weegar-Pacis/2cb0b3019f04cfbf790d0ed8fa39f603bcfa4f7e</p><p>Wen, J. L. (2013). A case study of the effect of phonics approach on a young English beginners reading fluency (Masters thesis, Shenyang Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=4&CurRec=1&DbCode=CMFD&dbname=CMFD201502&filename=1015311057.nh</p><p>Weber, C. (2013). RTI in the early grades: Intervention strategies for mathematics, literacy, behavior & fine-motor challenges. Solution Tree.</p><p>Westerveld, M. F., & Barton, G. M. (2017). Enhancing phonological awareness and orthographic knowledge of preservice teachers: An intervention through online course work. Australian Journal of Teacher Education, 42(12), 98-111. http://ro.ecu.edu.au/ajte/vol42/iss12/6</p><p>Winggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.</p><p>Williams, M. L. (2006). How to teach phonics. Hall and McCreary Company.</p><p>Wu, S. (2018). SPSS and Statistical Thinking. Tsinghua University Press.</p><p>Wu, Y. A. (2005). Towards a professional profile for effective university EFL teachers. Foreign Language Teaching and Research, 37(3), 199-202. https://wenku.baidu.com/view/bcc099cf5fbfc77da269b132.html</p><p>Wulandari, B.A., & Hustarna. (2020). Need analysis stage in reconstructing syllabus and developing teaching materials for ORACY in academic context subject. International Journal of Language Education, 4(1), 141-149. https://dx.doi.org/10.26858/ijole.v4i2.11518.</p><p>Xiao, X., & Bao, X. P. (2014). Discussion about ways to teach memorizing vocabularies to pupils. Education Teaching Forum, 47(11), 100-101.</p><p>Xiong, Y. B. (2019). Systematic view of phonics in China and its feasibility discussion. Teaching Reference for Middle Schools, 2 (1), 32-33.</p><p>Xu, F. (2002). Development and its relationship of childrens Chinese and English phonological awareness (Doctoral dissertation, Zhejiang University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=9&CurRec=4&DbCode=CDFD&dbname=CDFD9908&filename=2006044640.nh</p><p>Yan, Y. W. (2018). A research on the problems and countermeasures of phonics in. primary school English teaching (Master thesis, Liaocheng University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=14&CurRec=1&DbCode=CMFD&dbname=CMFD201802&filename=1018824601.nh</p><p>Yang, X. Y. (2019). English. Sichuan Education Publishing House.</p><p>Yang, L. X., Wang, S.E., Chang, H.C., & S, J. (2019). Qualitative research in applied linguistics. Foreign Languages and Research Press.</p><p>Zeng, X. (2016). On the reading-oriented application of phonics to primary English teaching for Higher-Grade pupils (Masters thesis, Hangzhou Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=3&CurRec=20&DbCode=CMFD&dbname=CMFD201602&filename=1016123854.nh</p><p>Zhang, Z. F. (2013). Problems and countermeasures of English phonics instruction in elementary schools from the perspective of convergent teaching (Master thesis, Ningbo University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=28&CurRec=1&DbCode=CMFD&dbname=CMFD201402&filename=1014030855.nh</p><p>Zhang, G. Q. (2019). Performance and influencing factors of pedagogical content knowledge of teachers in English reading teaching in elementary schools (Doctoral dissertation, Northeast Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=6&CurRec=1&DbCode=CDFD&dbname=CDFDLAST2019&filename=1019840278.nh</p><p>Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. Human Brain Mapping. 30(7), 2197-2206.</p><p>Zhang, Y. H. (2019). An empirical study on the introduction of primary school students English reading based on phonics (Masters thesis, Shandong Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=14&CurRec=3&DbCode=CMFD&dbname=CMFD201902&filename=1019118764.nh</p><p>Zhao, J., Joshi, M. R., Dixon, Q.L., & Huang, L. (2015). Chinese EFL teachers knowledge of basic language constructs and their self-perceived teaching abilities. Ann. Dyslexia, 66(1), 127-146. http://doi.org/ 10.1007/s11881-015-0110-2.</p><p>Zhao, Z. Y. (2019). A Case study on primary school novice English teachers beliefs and practice about phonics instruction (Masters thesis, Sichuan Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=23&CurRec=1&DbCode=CMFD&dbname=CMFD202001&filename=1019096998.nh</p><p>Zheng, F. F. (2016). The application of phonics to primary English vocabulary teaching for Higher-grade Students C (Masters thesis, Hangzhou Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=3&CurRec=10&DbCode=CMFD&dbname=CMFD201602&filename=1016123855.nh</p><p>Zhou, S. S. (2021). A study of the application of phonics on cultivating the ability of reading and spelling of English vocabulary in junior middle school (Masters thesis, Shanghai Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=4&CurRec=1&DbCode=CMFD&dbname=CMFD202102&filename=1021589957.nh</p><p>Zhong, W. X. (2020). A Study on the application of phonics in primary school English vocabulary teaching (Masters thesis, Hunan Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=2&CurRec=1&DbCode=CMFD&dbname=CMFD201701&filename=1016085684.nh</p><p>Zhong, B. & Kang, Y. (2021). Chinese EFL teachers perception and practice of phonics instruction. Journal of Language Teaching and Research, 12(6), 990-999. http://doi.org/10.17507/jltr.1206.15.</p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p>

Development of an instructional guide for Chinese EFL preservice teachers to teach phonics

Similar Items