
International Journal For Multidisciplinary Research
E-ISSN: 2582-2160
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A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal
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Volume 7 Issue 1
January-February 2025
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Unveiling Chinese EFL Teachers' Perspectives on Implementing a Play-Based Approach to Phonics Instruction
Author(s) | Qu Yating, Princess Policarpio |
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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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E-ISSN 2582-2160

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IJFMR DOI prefix is
10.36948/ijfmr
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