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A Study On The Effects Of Phonics
Instruction On the Decoding And Encoding
Performances Of Junior High School EFL
Students In Taiwan
Researcher: Pei-chen Wu
Reporter: 林威誠
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Table of Content
Purpose of Research-------------------------- p3
Research Question---------------------------- p4
The Problems in English Orthography----- p5
Subject (sample, parameter and statistic) – p6
Procedures of Conducting the Study------- p7
Data Analysis---------------------------------- p9
Major Findings of Study--------------------- p11
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Purpose of Research
 To investigate the effects of phonics instruction on the
decoding and encoding abilities of students who had
English-learning experience before beginning their
formal English education.
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Research Question
1.
2.
3.
4.
5.
6.
7.
Do the subjects’ genders show significant effects on their
spoken and written performance?
Do the periods of the previous English learning experience
significantly influence students’ spoken and written
performance?
Does the nationality of students’ phonics teachers affect
students’ spoken and written performance?
Do Chinese EFL students have better ideas about English stress
after having received phonics instruction?
Do students decode multi-syllables as well as monosyllables
after having received phonics instruction?
Do students’ performances in the oral test correlate to those of
the written test?
Which phonics patterns are Chinese EFL students more familiar
with?
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Literature Review
The Problems in English Orthography
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Subject (sample, parameter, and statistic)
60 students
First-grade junior high students in Changhua
Each student had learned English for at least one year
before entering junior high school.
They have some ideas about phonic’s rule.
A class
B class
26
14
23
17
Male
Female
Male
Female
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Procedures for Conducting the Study
Designing the Questionnaire of Subjects’ Background Information and
English Learning Experience
Designing the Oral Production Testing Material and the Written Testing
Material
Sampling and Administering the Questionnaire
Conducting the Tape-recording of the Oral Production Test
Conducting the Written Dictation Test
Classifying and Scoring the Data
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Diving Subjects According to the Test Scores and English Learning
Experience
Computing the Scores of the Oral and Written Tests and the Results
Data Analysis
T-test
&
ANOVA
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Data Analysis
SPSS (Statistical Package for the Social Science) version 11.0
 A t-test
to find out whether students had any knowledge about
stress and unstressed syllables
to check if there were significance differences between
the test scores of male and female students
 ANOVA
to investigate if period of subject’s English learning
experience and nationality of subject’s phonetic
teachers had influence on their performance in the
oral and written test
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ANOVA
to explore the possible relationship between
students’ performances in the oral test and the
written test, Pearson correlation coefficients were
used
to determine which patterns were familiar to
students, the correct proportion of those patterns in
the oral and written test was analyzed and
discussed according to the four types of sound
patterns
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Major Findings of Study
1.
Significant differences between the oral and written tests were not found
between male and female students.
2.
There were no significant differences between the oral and written tests
among subjects who learned English for different periods of time before
beginning their formal English education.
3.
Significant differences in the oral and written tests were not reflected among
subjects whose phonics teachers came from different countries.
Only the HPG subjects were found to have significantly higher accuracy
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frequency for the stressed vowels of the multi-syllabic items in the oral pretest as compared to that in the oral post-test.
4.
5.
The percentage of accuracy in reading monosyllabic words
was higher than that of reading multi-syllables in all the
proficiency groups.
6.
Significant correlation was found between the oral and
written tests for the IPG and HPG subjects.
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7. All subjects were found to have better performance when they
decoded the words of single vowel letters and vowel digraphs.
They also performed better when they encoded the words of
diphthongs and r-colored vowels.
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