Using Multisensory Phonics Instruction in Enhancing Phonemic Awareness among Thai EFL Primary Learners

Abstract

The benefits of multisensory phonics instruction on learning outcomes have been widely recognized by both educational practitioners and cognitive researchers across various contexts. However, there remains a significant lack of research examining its effectiveness in enhancing phonemic awareness among Thai EFL primary learners. This study addresses this gap by investigating the effects of multisensory phonics instruction on the phonemic awareness of Thai EFL first-grade students.

A quasi-experimental design was employed, involving two intact first-grade classes with a total of 40 participants, 20 in the experimental group and 20 in the control group. Prior to the intervention, both groups completed a phoneme identification pretest and a phoneme segmentation pretest to assess baseline phonemic awareness. Over a six-week period, the experimental group received multisensory phonics instruction, while the control group was taught using a traditional textbook-based method. Posttests were then administered to both groups. Quantitative data were analyzed using paired-samples t-tests and independent-samples t-tests. The findings revealed that although both groups improved, the experimental group showed significantly greater gains. On the phoneme identification test, the experimental group’s mean score increased from 2.95 to 14.05, while the control group’s mean score rose from 3.05 to 11.35. Similarly, on the phoneme segmentation test, the experimental group’s mean score improved from 2.10 to 14.15, compared to the control group’s increase from 2.05 to 11.40. These results indicate a significant positive impact of multisensory phonics instruction on enhancing phonemic awareness.

To complement the quantitative data, qualitative insights were gathered through a focus group interview with six students selected from high, mid, and low proficiency levels. Thematic analysis revealed both strengths and challenges of the instructional approach. Reported advantages included a cheerful learning atmosphere, emotional benefits, and memory enhancement. However, some students expressed a lack of confidence in speaking, particularly during oral activities. Overall, the study provides empirical support for the effectiveness of multisensory phonics instruction in improving phonemic awareness among EFL primary learners in Thailand and highlights the importance of adapting instruction to meet diverse learner needs.

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