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Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics

Empirical studies have shown that pre-service EFL teachers were not well prepared to teach phonics because they lacked a phonics instructional guide. To develop the guide, the required knowledge should include reference to a needs assessment at the initial stage of instructional design. This study a...

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Main Authors: Min Jie, Chen, Ruey Shing, Soo, Hock Seng, Goh, Guo Jie, Yin, Raja Nor Safinas, Raja Harun, Charanjit Kaur, Swaran Sing
Format: Article
Language:English
Published: Sciedu Press 2022
Subjects:
LB Theory and practice of education
LB2300 Higher Education
PE English
Online Access:http://ir.unimas.my/id/eprint/40606/2/Identification%20of%20Content%20-%20Copy.pdf
http://ir.unimas.my/id/eprint/40606/
https://www.sciedupress.com/journal/index.php/wjel
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spelling my.unimas.ir.406062023-10-10T08:03:53Z http://ir.unimas.my/id/eprint/40606/ Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics Min Jie, Chen Ruey Shing, Soo Hock Seng, Goh Guo Jie, Yin Raja Nor Safinas, Raja Harun Charanjit Kaur, Swaran Sing LB Theory and practice of education LB2300 Higher Education PE English Empirical studies have shown that pre-service EFL teachers were not well prepared to teach phonics because they lacked a phonics instructional guide. To develop the guide, the required knowledge should include reference to a needs assessment at the initial stage of instructional design. This study aimed to identify the required knowledge with which pre-service EFL teachers can teach phonics. A survey was issued to 146 school EFL teachers who were appointed as practicum supervisors from five full-fledged schools, a focus group discussion was held among 7 EFL group directors, and a focus group discussion was conducted among 5 teacher educators. The results revealed that 7 knowledge dimensions generalised from the literature were consolidated as required knowledge, including i) phonics-related knowledge; ii) decoding rules; iii) phonics instruction approaches; iv) sight words instruction; v) sound system knowledge; vi) phonemic awareness; and vii) rule-maintenance approach. Three new findings also emerged. First, a knowledge discrepancy was identified in understanding the National English Curriculum. Second, further investigation is needed into the Curriculum Design and Study of the Curriculum and Textbooks courses in teacher preparation program. The third is the suggestion to include curriculum design and lesson planning within the knowledge required by EFL group directors, through which enlightened educators include lesson plans in the phonics instruction approaches section in the guide. Most importantly, the identified required knowledge would provide the prerequisites for investigating pre-service EFL teachers‟ present knowledge and their desired changes needed to develop a guide that prepares them to teach phonics. Sciedu Press 2022-10 Article PeerReviewed text en http://ir.unimas.my/id/eprint/40606/2/Identification%20of%20Content%20-%20Copy.pdf Min Jie, Chen and Ruey Shing, Soo and Hock Seng, Goh and Guo Jie, Yin and Raja Nor Safinas, Raja Harun and Charanjit Kaur, Swaran Sing (2022) Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics. World Journal of English Language, 12 (8). pp. 219-229. ISSN 1925-0711 https://www.sciedupress.com/journal/index.php/wjel doi:10.5430/wjel.v12n8p219
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic LB Theory and practice of education
LB2300 Higher Education
PE English
spellingShingle LB Theory and practice of education
LB2300 Higher Education
PE English
Min Jie, Chen
Ruey Shing, Soo
Hock Seng, Goh
Guo Jie, Yin
Raja Nor Safinas, Raja Harun
Charanjit Kaur, Swaran Sing
Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics
description Empirical studies have shown that pre-service EFL teachers were not well prepared to teach phonics because they lacked a phonics instructional guide. To develop the guide, the required knowledge should include reference to a needs assessment at the initial stage of instructional design. This study aimed to identify the required knowledge with which pre-service EFL teachers can teach phonics. A survey was issued to 146 school EFL teachers who were appointed as practicum supervisors from five full-fledged schools, a focus group discussion was held among 7 EFL group directors, and a focus group discussion was conducted among 5 teacher educators. The results revealed that 7 knowledge dimensions generalised from the literature were consolidated as required knowledge, including i) phonics-related knowledge; ii) decoding rules; iii) phonics instruction approaches; iv) sight words instruction; v) sound system knowledge; vi) phonemic awareness; and vii) rule-maintenance approach. Three new findings also emerged. First, a knowledge discrepancy was identified in understanding the National English Curriculum. Second, further investigation is needed into the Curriculum Design and Study of the Curriculum and Textbooks courses in teacher preparation program. The third is the suggestion to include curriculum design and lesson planning within the knowledge required by EFL group directors, through which enlightened educators include lesson plans in the phonics instruction approaches section in the guide. Most importantly, the identified required knowledge would provide the prerequisites for investigating pre-service EFL teachers‟ present knowledge and their desired changes needed to develop a guide that prepares them to teach phonics.
format Article
author Min Jie, Chen
Ruey Shing, Soo
Hock Seng, Goh
Guo Jie, Yin
Raja Nor Safinas, Raja Harun
Charanjit Kaur, Swaran Sing
author_facet Min Jie, Chen
Ruey Shing, Soo
Hock Seng, Goh
Guo Jie, Yin
Raja Nor Safinas, Raja Harun
Charanjit Kaur, Swaran Sing
author_sort Min Jie, Chen
title Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics
title_short Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics
title_full Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics
title_fullStr Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics
title_full_unstemmed Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics
title_sort identification of content knowledge required for chinese pre-service efl teachers to teach phonics
publisher Sciedu Press
publishDate 2022
url http://ir.unimas.my/id/eprint/40606/2/Identification%20of%20Content%20-%20Copy.pdf
http://ir.unimas.my/id/eprint/40606/
https://www.sciedupress.com/journal/index.php/wjel
_version_ 1779443471261630464
score 13.211869

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