ASSESSING THE PHONETICS LEARNING NEEDS OF ELEMENTARY PUPILS: BASIS FOR CURRICULUM ENHANCEMENT

Abstract

This qualitative phenomenological study explored the lived experiences of elementary teachers in teaching phonetics within the current language curriculum and examined how they interpreted the meaning and significance of phonetics learning for literacy proficiency. The study also sought to generate policy-relevant insights to address identified phonetics learning needs. Guided by Colaizzi’s phenomenological approach, data were gathered through in-depth interviews and focus group discussions with purposively selected elementary teachers who had direct experience teaching phonetics. The analysis focused on capturing teachers’ instructional realities, interpretations, and perspectives within diverse classroom and curricular contexts. Findings revealed that teachers experienced phonetics instruction as a complex and demanding practice shaped by learner diversity, linguistic backgrounds, class size, time constraints, and curriculum pacing. Teachers consistently interpreted phonetics as the foundational gateway to reading and writing, emphasizing its critical role in decoding, spelling, vocabulary development, reading fluency, learner confidence, and long-term academic success. Despite strong pedagogical commitment and adaptive instructional strategies, teachers identified systemic and curricular gaps that limited sustained and effective phonetics instruction. These included inconsistent integration of phonetics across grade levels, insufficient instructional time, limited professional training, inadequate resources, and weak assessment alignment. Based on their lived experiences, teachers underscored the need for policy actions that support curriculum continuity, sustained professional development, adequate resource provision, targeted learner interventions, and stronger institutional support. The study contributes context grounded evidence to inform curriculum enhancement, instructional improvement, and literacy policy development. By foregrounding teachers lived experiences, the research highlights the importance of aligning phonetics instruction with classroom realities to strengthen foundational literacy and promote equitable learning outcomes in elementary education.