The effectiveness of an instructional guide on Chinese pre-service EFL teachers’ knowledge in teaching phonics

In China, phonics instruction has been given substantial emphasis ever since the implementation of 2011 National English Curriculum for Compulsory Education. However, many Chinese students’ learning outcome remains unsatisfactory due to EFL teachers’ insufficient knowledge teach and absence a instructional guide. To address this gap, study aims investigate effects newly developed guide on pre-service base phonics. Adopting an experimental research design, was conducted at college in Sichuan Province, China. There were 172 teachers assigned into two equivalent groups, namely group (N=86) control (N=86), who took test respectively before after intervention. The measures included seven dimensions aiming elicit general phonics, phonetic system, phonemic awareness, decoding rules, instructions, reinforcement methods, sight word instructions. participants undertook 15-hour training course using Phonics Instructional Guide (PHOInG). taught conventional method involving use textbook prescribed by college. Results revealed that improved significantly their overall instruction, except awareness system. These findings point importance needs-based theoretically informed when providing teachers.