Effects of synthetic phonics instruction using play based language learning on English word recognition ability of kindergarten learners in bilingual school

Abstract

The objectives of this study were 1) to investigate the effects of synthetic phonics instruction using play based language learning on kindergarten learners’ English word recognition ability; and 2) to explore the kindergarten learners’ positive participation in synthetic phonics instruction using play based language learning. The sample included 28 kindergarten learners 3 studying in a bilingual school. The instruments were English word recognition test and the checklist of kindergarten learners’ positive participation in synthetic phonics instruction using play based language learning. The findings revealed that 1) kindergarten learners’ post-test mean scores from the English word recognition test were higher than their pretest mean scores at the significance level of .05. 2) the percentage of the kindergarten learners’ positive participation in synthetic phonics using play based language learning was 83.8%. These findings confirm that synthetic phonics using play based language learning affect kindergarten learners’ English word recognition ability.