Developing Phoneme-Grapheme Recognition for English as a Foreign Language: A Longitudinal Study at Japanese Primary School

Kaori Nakao; Quint W. L. Oga-Baldwin; Luke K. Fryer

Vol. 16 No. 3 (2024) IEJEE

Developing Phoneme-Grapheme Recognition for English as a Foreign Language: A Longitudinal Study at Japanese Primary School

Kaori Nakao
Quint W. L. Oga-Baldwin
Luke K. Fryer

Published April 11, 2024 | Pages: 337-347 | Views: 214

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Abstract

Phoneme-Grapheme-Recognition skills are a critical step in both L1 and L2 development. Foreign language was recently added to Japan's national primary school curriculum. Due to its simplistic approach and the lack of new investment in teacher training in preparation for this addition, research regarding its impact on Phoneme-Grapheme Recognition skills is called for. This study tested the relative differences and growth of primary school students' (years3-4-5-6) Phoneme-Grapheme Recognition skills across two semesters. Semester-1(July) and Semester-3(March) year 3-4-5-6 students (n=256, female n=130) completed the same phoneme-grapheme recognition test during regular class time. ANOVA and follow-up pairwise tests (Tukey-Honest-Difference) assessed achievement differences between grades and across the two-semester gap. Difference testing between grades (cross-sectionally, semester-1/-3) indicated substantial (R²=.32&.19) statistically significant (p<.001) differences at both time points. Pairwise follow-up tests pointed to two steps in statistically different ability (years 3-4/5-6). t-test for achievement at Semester-1 and Semester-3, indicated an increase in achievement (d=.80), with increases for each grade. Longitudinal (two-semesters) tests suggested that the current Japanese national elementary school curriculum supports phoneme-grapheme skill development. However, the two-step ability grouping of year 3-4/5-6 indicated that the current curriculum is not sufficiently detailed and/or rigorous to ensure annual student improvement in phoneme-grapheme recognition skills.

Phoneme-Grapheme-Recognition skills are a critical step in both L1 and L2 development. Foreign language was recently added to Japan's national primary school curriculum. Due to its simplistic approach and the lack of new investment in teacher training in preparation for this addition, research regarding its impact on Phoneme-Grapheme Recognition skills is called for. This study tested the relative differences and growth of primary school students' (years3-4-5-6) Phoneme-Grapheme Recognition skills across two semesters. Semester-1(July) and Semester-3(March) year 3-4-5-6 students (n=256, female n=130) completed the same phoneme-grapheme recognition test during regular class time. ANOVA and follow-up pairwise tests (Tukey-Honest-Difference) assessed achievement differences between grades and across the two-semester gap. Difference testing between grades (cross-sectionally, semester-1/-3) indicated substantial (R2=.32&amp;.19) statistically significant (p&lt;.001) differences at both time points. Pairwise follow-up tests pointed to two steps in statistically different ability (years 3-4/5-6). t-test for achievement at Semester-1 and Semester-3, indicated an increase in achievement (d=.80), with increases for each grade. Longitudinal (two-semesters) tests suggested that the current Japanese national elementary school curriculum supports phoneme-grapheme skill development. However, the two-step ability grouping of year 3-4/5-6 indicated that the current curriculum is not sufficiently detailed and/or rigorous to ensure annual student improvement in phoneme-grapheme recognition skills.&nbsp;

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Keywords

Phoneme Grapheme Recognition, Japanese elementary school, Longitudinal cohort study

Affiliations

Kaori Nakao

Seinan Gakuin University

Quint W. L. Oga-Baldwin

Waseda University

Luke K. Fryer

University of Hong Kong

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How to Cite

Nakao, K., Oga-Baldwin, Q. W. L., & Fryer, L. K. (2024). Developing Phoneme-Grapheme Recognition for English as a Foreign Language: A Longitudinal Study at Japanese Primary School. International Electronic Journal of Elementary Education, 16(3), 337–347. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/2143