Overview
In conclusion, the findings are summarized as follows: First, phonological awareness and English alphabet knowledge affect Taiwanese sixth grade students’ reading
performance to some degree. Then, there is an obvious and significant correlation between their English alphabet knowledge and ability to decode words. English learning is different from Chinese learning, as Chinese is a character-based language whereas English is
alphabet-based. Thus, it is vital for students to construct well-built alphabet knowledge. On the one hand, they can be more familiar with each letter name and letter sounds; on the other hand, they will be more sensitive to manipulate, segment, combine, and blend sound units. Given the outcomes of this study, I encourage Taiwanese students to master the sound system of English, as they are capable of dealing with various reading and spoken English activities. The findings are discussed in detail.
The Impacts of Phonological Awareness and Alphabet Knowledge
First, phonological awareness can be defined as the ability to manipulate, combine, and blend sound units (Anthony & Francis, 2005). Thus, it is vital to improve EFL learners’
phonological awareness proficiency. Phonological awareness proficiency is essential for English learners to develop their English word decoding and reading comprehension abilities (Oakhill, Cain, & Bryant, 2003). In addition, phonological awareness plays a vital role for EFL learners to develop their English word reading and decoding abilities. In this study, I discovered that phonological awareness is necessary for Taiwanese sixth grade students to develop their English skills and aid their English learning. Currently, phonics instruction is common in English classes at elementary school where English teachers typically teach students to be aware of different sound sets or units and help them practice this skill.
However, the importance of alphabet knowledge cannot be overlooked. This study tested the sixth grade students in two areas: phonological awareness and alphabet
knowledge. The higher the scores the sixth graders received on their alphabet knowledge tests, the better they performed on the word reading, word decoding, and oral reading accuracy test. This finding may illustrate that even though knowledge of the English alphabet is basic and simple, many students cannot easily recognize English letters.
Alongside the emphasis on phonological awareness, instruction on English alphabet
knowledge also requires more attention. Improved English alphabet knowledge will greatly influence elementary students’ English learning.
In addition, knowledge of alphabetic articulation has a positive impact on students’
reading comprehension (Lee, 2006). Thus, alphabet knowledge is vital for children’s English word reading, word decoding, and oral reading accuracy. The correlations among those variables are elaborated as follows. First, the correlation among sixth grade students’
alphabet knowledge, word reading, word decoding, and oral reading accuracy will be discussed. The correlations are positively significant, and it can be inferred that the more comprehensive alphabet knowledge the sixth grades students have, the better their word reading, word decoding, and oral reading accuracy may be. On the contrary, the impact of phonological awareness may be less on the sixth grade students’ performances of word reading, word decoding, and oral reading accuracy. Therefore, it is essential for EFL elementary students to acquire English alphabet knowledge.
Influential Factors of English Exposure and Grades of English Learning
Next, the starting age for English learning has been widely discussed. Children have innate initial phonological knowledge and the ability to perceive auditory-acoustic
categories (Menn, Schmidt, & Nicolas, 2009). Many previous studies argued that learning English should begin as early as possible, when children are able to process more
phonological data. Studies on the age factor in second language acquisition often evoke a wide discussion, and the critical period in language acquisition is often emphasized (Miralpeix, 2011). It is possible for children to develop accurate English pronunciation if they can learn English early. However, in this study, the sixth graders who learned English before they went to elementary school did not achieve better English reading
comprehension and phonological awareness proficiency. Their English reading
comprehension attainment was still influenced by other potential factors, such as motivation and cognitive development. In future studies, more factors should be included to discuss this issue.
Their Self-Reflections on Current English Learning
The sixth grade students were required to reflect on their own English learning
situation in terms of the following points: English pronunciation, English listening, English reading skills, English speaking ability, and English spelling ability. The sixth grade
students encountered various English learning problems and difficulties. In the category of pronunciation, most elementary students said that it is not difficult for them. In the category of English listening, they also reported that they are confident in their English listening ability. In the category of English speaking, some students mentioned that they were not confident in their English speaking, and it is difficult for them to utilize the grammar rules to make sentences or use English in conversation. They were also afraid of making mistakes in their pronunciation while they spoke English.
From these three categories and their replies on the open-ended questionnaire, the author can conclude that EFL elementary students need to practice their English skills in varying ways so that they can be more proficient in certain language skills. Nowadays, in many cities such as in Taipei, Hsinchu, and Tainan City, English education begins in the first or second grade (Chen, 2010). English education has received a lot of attention in the context of globalization. Therefore, there are several English textbooks for English teachers to select. In English textbooks, the phonics sections are designed to have elementary
students repeat sound units and compare various sound sets. As a result, they are provided with abundant opportunities to practice their pronunciation by engaging in different kinds of English learning activities. Moreover, listening activities are also the main part of English classes in elementary school. Thus, most sixth grade students held positive attitudes toward their English pronunciation, English speaking, and English listening.
Their Attitudes toward English Reading and Spelling
As for the category of English reading and English spelling, the students expressed different opinions. In the category of English reading, half of the students held positive attitudes and thought English reading is easy because they could read simple sentences or short conversations. However, the other half deemed English reading difficult because they could comprehend the meaning of some vocabulary items but they could not understand the meaning of an entire paragraph. In addition, some of them even reported they encountered difficulties understanding English words because of their lack of knowledge about English spelling. The lack of English vocabulary words can also lead to obstacles in reading English.
According to Leong, Chen, and Tan (2005), to learn alphabetic language, it is necessary to comprehend the alphabet system because alphabet knowledge is related to language learners’ reading and spelling ability. From this point of view, parents, English
educators, and policy makers must spare no efforts to improve Taiwanese elementary students’ alphabet knowledge and help them construct their alphabet system. More emphasis is gradually being placed on English reading in elementary schools, and how to instruct English reading to elementary students efficiently and meaningfully is a substantial issue.
Still, a few students shared their worries about English writing because they have to write English compositions when they are in junior and senior high school. Their English reading ability is also relevant to their English writing skill. However, Taiwan’s English education in elementary schools puts more emphasis on English listening and speaking.
English reading and writing are considered sub-skills. Thus, in hopes of developing elementary students’ various English skills, English educators need to strike a balance in their English classes between cultivating English listening as well as speaking, reading, and writing skills.
Finally, in the category of English spelling, many students mentioned their difficulties in spelling vocabulary items accurately. They have to put every letter in the right position so that they can spell the words correctly. If one letter is misplaced, the word is completely wrong. As a result, they had to memorize English vocabulary items or write them down many times in order to spell them correctly. For them, it was a stressful and painstaking task. Moreover, even though they could spell certain vocabulary words correctly, sometimes they read out the words incorrectly. Therefore, English spelling and pronunciation are closely related. From the above discussions, the author can summarize that English skills are intertwined with each other, and language learners have to improve their English learning by receiving different types of English exposure and having more opportunities to practice.
The Vital Role of English Exposures on Their English Learning
English exposure is a necessary part of students’ English learning, and elementary students are motivated to learn English when they receive interesting English learning materials. When children grow up, their developing cognition, learning experiences,
wisdom, and vision can aid their L2 learning in various aspects (Mackey & Sachs, 2012). A variety of language exposures are encouraged for elementary students’ English learning. In this study, early English exposure may have influenced the sixth grade students’ English learning to some degree, but this exposure cannot ensure the sixth grade students’
phonological awareness proficiency and English reading comprehension ability. However, multifaceted English learning activities and materials do improve elementary students’
English learning motivation, which makes them more willing to spend a greater amount of time on sharpening their English skills.
Their English Learning Difficulties and Strategies
The sixth grade students’ English learning difficulties and strategies have thus been illustrated. In the discussion of the sixth grade students’ English learning difficulties, the following dimensions should be elaborated: English grammar, spelling, vocabulary, reading, listening, speaking, and pronunciation. As for English grammar learning, students claimed that it is difficult to use the English grammar they learned when making sentences, and some grammar rules are more complicated for them to memorize and utilize. Therefore, they felt frustrated with their grammar learning. As the author mentioned previously, varying English skills and abilities are closely connected; thus, many students confronted more than one English learning dilemma.
It is surprising that not many of the sixth grade students had their own English learning strategies. I collected their English learning strategies and categorized them as follows:
media aids, consistent practices, homonyms and pictures, practicing with peers, asking for teachers’ assistance, going to cram school. Students use media aids, such as CDs, English learning programs, and e-books to enhance their English proficiency. In addition, many students mentioned that they consistently practice writing English vocabulary on paper to memorize words. They chose to read English aloud to help develop correct pronunciations of English words. The use of homonyms and pictures can help them learn and read new English vocabulary words. In order to have more opportunities to practice English, they also turned to their classmates or teachers to sharpen their English skills. Moreover, going to cram school to improve their English learning is the most favorable strategy the sixth grade students used. In cram school, they can learn various perspectives of English learning and acquire what they lack in their English learning.
Conclusion
In conclusion, this study explored the correlation among sixth grade students’
phonological awareness, alphabet knowledge, and word decoding ability. It is discovered that phonological awareness affected their word decoding ability to some degree, and the alphabet knowledge plays a vital role in their word decoding ability. The age at which
students began to learn English was also discussed. Even though elementary students started to learn English in the third grade, they still performed well on the test of
phonological awareness and the test of English reading comprehension. Age is not the only factor influencing EFL elementary students’ English performances. A variety of English learning difficulties and strategies were illustrated as well. It is hoped that these results can help parents and English educators to be aware of obstacles elementary school students may face in English learning. Policy makers, English teachers, and parents should spare no effort to understand students’ needs and aid them in their process of English learning. Given the findings of this study, educators need to involve students in more English learning activities and utilize various resources. It is suggested that English teachers guide elementary students to develop their own English learning strategies and tactics. English education policy has lowered the starting grade of official English education to the first or second grade. In order to improve elementary students’ English learning outcomes and enhance their English learning motivation, various teaching materials are encouraged to be utilized in English education. In doing so, elementary students can receive enough English exposure to attain better English learning outcomes.