1. A study on the effects of phonics instruction on the decoding and encoding performances of junior high school EFL students in Taiwan Advisor: 鍾榮富教授 Author: 吳佩真 Presenter: 鍾玫君 NA1C0021

2. Free powerpoint template: www.brainybetty.com 2 Introduction The primary goal of this study is 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. Also, it examines whether or not female or male students have better decoding and encoding abilities.

3. Free powerpoint template: www.brainybetty.com 3 Potentially influential factors such as length of English –learning experience and nationality of the students’ phonics instructor. The relationship between students’ decoding and encoding abilities and the sound patterns familiar to the students.

4. Free powerpoint template: www.brainybetty.com 4 Purposes of the study  This study is to investigate the effectiveness of phonics instruction though oral and written test.  Which phonics patterns are the students most familiar with?  The relationship between students’ oral and written performances and their proficiency levels.( background information, learning experiences, gender, the nationality of students’ phonics teachers.)

5. Free powerpoint template: www.brainybetty.com 5 Significance of the study  This study can provide English teachers with a future reference in pronunciation teaching.  Results from students’ oral and written tests can provide suggestions for practitioners in Taiwan.  The findings would help teachers have a better understanding of phonics teaching.

6. Free powerpoint template: www.brainybetty.com 6 Research Questions 1.Do the subject’s genders show significant effects on their spoken and written performance? 2.Do the periods of the previous English learning experience significantly influence students’ spoken and written performance? 3.Does the nationality of students’ phonics teachers affect students’ spoken and written performance? 4.Do Chinese EFL students have better idea about English stress after having received phonics instruction? 5.Do students decode multi-syllables as well as monosyllables after having received phonics instruction? 6.Do students’ performances in the oral test correlate to those of the written test? 7.Which phonics patterns are Chinese EFL students more familiar with?

7. Free powerpoint template: www.brainybetty.com 7 Limitations of the study  The limited number of participation students may affect the result.  Self-reported questionnaire  Only 23 phonics patterns of vowel letters were employed in oral and written test.

8. Free powerpoint template: www.brainybetty.com 8 Literature Review  The problems in English Orthography  A review of phonics instruction in the U.S  The traditional approaches  The constructivist approaches  The approach integrating the concept of “Phonological awareness”  Relevant studies in spelling instruction  The role of phonics in Taiwan’s EFL enviroment

9. Free powerpoint template: www.brainybetty.com 9 Methodology Subjects : sixty first-grade students in Yang-ming Junior high school two classes with sixty students (table 1) (table 1) Instruments: (1) Questionnaire (Appendix B) (Appendix B) (2) The oral and written testing material (208) (materials:64 less familiar words,including 40 multi-syllabic ( Appendix G)( Appendix G) (Twenty –three phonics patterns reference)(Twenty –three phonics patterns reference) The four types of vowel patternsThe four types of vowel patterns (3) The written dictation testing (69 monosyllables were adopted) T(69 monosyllables were adopted)T Data analysis: SPSS T-test / ANOVA

10. Free powerpoint template: www.brainybetty.com 10 Figure 1 Procedures for conducting the study Designing the questionnaire of Subjects’ Background information and English learning experience ( Appendix B) (table 1) ( Appendix B) (table 1) Designing the oral production and written testing material (materials:64 less familiar words,including 40 mulit-syllabic ( Appendix G)( Appendix G) Sampling and administering the questionnaire Conducting the tape-recording of the oral production test 64 itemsPre-test( Appendix F) post-test (Appendix G)Pre-test( Appendix F post-test (Appendix G Conducting the written dictation test 69items (Appendix I) Classifying and scoring the data Dividing subjects according to the test scores and the English leaning experience (HGP15),(IGP29),(LGP16) Computing the scores of the oral and written test results Data analysis

11. Free powerpoint template: www.brainybetty.com 11 Findings 1. Significant differences between the oral and written tests were not found between male and female students. 2. There were no significant between the oral and written tests among subjects who learned English for different periods of time. 3. Oral and written test were not reflected on subjects whose phonics teacher from different countries. 4. Only the HGP subjects were found to have significantly higher accuracy frequency for the stressed vowels of the multi-syllabic items in the oral pre-test. 5. The percentage of accuracy in reading mono-syllabic words was higher than multi-syllabic in all group..

12. Free powerpoint template: www.brainybetty.com 12 6. Significant correlation was found between the oral and written test tests for the IPG and HPG. 7. All groups were found to have better performance when they decoded the words of single vowel letters and vowel digraphs. They performed better when they encoded the words of diphthongs and r-colored vowels.

13. Free powerpoint template: www.brainybetty.com 13 Suggestions for further research  More subjects can be included in future in investigation  Adding more sound patterns of vowels and consonants to the tests.  Only monosyllables were adopted in the written test. Future research can add some other multi- syllables to the written test.  Future studies should be emphasize how to improve students’ decoding and encoding abilities, and found out their weaknesses in both oral and written tests.