1. 1 A Study On The Effects Of Phonics Instruction On the Decoding And Encoding Performances Of Junior High School EFL Students In Taiwan Researcher: Pei-chen Wu Reporter: 林威誠

2. 2 Table of Content  Purpose of Research-------------------------- p3p3  Research Question---------------------------- p4p4  The Problems in English Orthography----- p5p5  Subject (sample, parameter and statistic) – p6p6  Procedures of Conducting the Study------- p7p7  Data Analysis---------------------------------- p9p9  Major Findings of Study--------------------- p11p1

3. 3 Purpose of Research  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.

4. 4 Research Question 1.Do the subjects’ 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 ideas 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?

5. 5 Literature Review The Problems in English Orthography

6. 6 Subject (sample, parameter, and statistic) 60 students First-grade junior high students in Changhua Each student had learned English for at least one year before entering junior high school. They have some ideas about phonic’s rule. B classA class 26 14 Male Female 23 17 Male Female

7. 7 Procedures for Conducting the Study Designing the Questionnaire of Subjects’ Background Information and English Learning Experience Designing the Oral Production Testing Material and the Written Testing Material Sampling and Administering the Questionnaire Conducting the Tape-recording of the Oral Production Test Conducting the Written Dictation Test Classifying and Scoring the Data

8. 8 Diving Subjects According to the Test Scores and English Learning Experience Computing the Scores of the Oral and Written Tests and the Results Data Analysis T-test & ANOVA

9. 9 Data Analysis SPSS (Statistical Package for the Social Science) version 11.0  A t-test to find out whether students had any knowledge about stress and unstressed syllables to check if there were significance differences between the test scores of male and female students  ANOVA to investigate if period of subject’s English learning experience and nationality of subject’s phonetic teachers had influence on their performance in the oral and written test

10. 10 ANOVA to explore the possible relationship between students’ performances in the oral test and the written test, Pearson correlation coefficients were used to determine which patterns were familiar to students, the correct proportion of those patterns in the oral and written test was analyzed and discussed according to the four types of sound patterns

11. 11 Major Findings of Study 1.Significant differences between the oral and written tests were not found between male and female students. 2.There were no significant differences between the oral and written tests among subjects who learned English for different periods of time before beginning their formal English education. 3.Significant differences in the oral and written tests were not reflected among subjects whose phonics teachers came from different countries. 4.Only the HPG subjects were found to have significantly higher accuracy frequency for the stressed vowels of the multi-syllabic items in the oral pre- test as compared to that in the oral post-test.

12. 12 5.The percentage of accuracy in reading monosyllabic words was higher than that of reading multi-syllables in all the proficiency groups. 6.Significant correlation was found between the oral and written tests for the IPG and HPG subjects.

13. 13 7.All subjects were found to have better performance when they decoded the words of single vowel letters and vowel digraphs. They also performed better when they encoded the words of diphthongs and r-colored vowels.