Investigating the effects on language-learning outcomes of phonics instruction in foreign language teaching: a systematic review

Thesis

This systematic review critically evaluated the totality of information regarding explicit phonics instruction in a foreign language context on language learning outcomes of reading, speaking, listening, and writing. This review focused on foreign language learning contexts because learners’ exposure to the target language is often limited by classroom time and instructional opportunities. The methodology adhered to PRISMA guidelines, and the studies were selected based on inclusion criteria, emphasizing the use of explicit phonics instruction and measurable learning outcomes. A total of 29 studies, conducted across Asia, the United States, Europe, the Middle East, Africa, and South America, were included. Most studies were implemented in primary school and university settings. Overall, the included studies reported positive effects of phonics instruction on reading, speaking, listening, and writing, as well as additional measures including phonological awareness and vocabulary knowledge. However, despite the majority of studies claiming positive effects, the trustworthiness and quality appraisal revealed that the overall methodological quality of the included studies was poor. Most studies received a ‘weak’ or ‘moderate’ rating suggesting that the results of the interventions were unreliable and under reported data. Implications for this review reveal that more research needs to be conducted surrounding the effects of explicit phonics instruction in a foreign language learning context and to provide educators with trustworthy, evidence-based guidance for teaching practice.

Authors: Gronowski, K

• DOI: 10.5287/ora-gpvqxkarg
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: systematic review; phonology; foreign language teaching; foreign language learning; phonics; phonics instruction
• Subjects: Applied linguistics; Education; Linguistics