International Journal For Multidisciplinary Research

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Call for Paper Volume 7, Issue 1 (January-February 2025) Submit your research before last 3 days of February to publish your research paper in the issue of January-February.

Unveiling Chinese EFL Teachers' Perspectives on Implementing a Play-Based Approach to Phonics Instruction

Author(s) Qu Yating, Princess Policarpio
Country Philippines
Abstract This study explores Chinese EFL (English as a Foreign Language) teachers' perspectives on the integration of a play-based approach in phonics instruction. Employing a case-study methodology, the research investigates the perceptions of EFL teachers, the methods they use to incorporate play-based techniques into phonics lessons, and the challenges and opportunities they face in implementing these approaches. The findings reveal that while teachers generally recognize the potential of play-based phonics instruction to enhance student engagement and learning, they experience a tension between enthusiasm for play and the need to align it with traditional academic objectives. This highlights the necessity for professional development and strategies to balance innovative teaching methods with measurable academic outcomes. Institutional and environmental factors, including resource availability, classroom design, administrative support, and parental attitudes, play a significant role in the adoption of play-based phonics instruction. Despite some progress, challenges such as limited resources and conflicting priorities underscore the need for clear guidelines, collaborative practices, and increased parental involvement. Additionally, the study confirms that interactive and play-based methods, such as multisensory activities, storytelling, and movement, effectively enhance phonics instruction by catering to diverse learning styles and fostering cognitive and linguistic development. The research concludes that integrating play-based learning with phonics instruction in EFL contexts offers a promising approach for improving student engagement, phonics acquisition, and retention, though it requires careful navigation of cultural norms, institutional expectations, and resource constraints.
Keywords Play-Based Learning, Phonics Instruction, EFL Teachers
Field Sociology > Education
Published In Volume 7, Issue 1, January-February 2025
Published On 2025-01-16
Cite This Unveiling Chinese EFL Teachers' Perspectives on Implementing a Play-Based Approach to Phonics Instruction - Qu Yating, Princess Policarpio - IJFMR Volume 7, Issue 1, January-February 2025. DOI 10.36948/ijfmr.2025.v07i01.35219
DOI https://doi.org/10.36948/ijfmr.2025.v07i01.35219
Short DOI https://doi.org/g82gqs

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