The Effects of Analytic Phonics Teaching on EFL Pronunciation: A Case Study in GuangDong

Abstract

This study aimed to examine the effectiveness of the Analytic Phonics Teaching Method in improving English pronunciation proficiency among EFL students. A quasi-experimental design was employed, involving 80 participants divided into control and experimental groups. Pre- and post-pronunciation tests served as the primary instruments to measure pronunciation proficiency, and data were analyzed using paired and independent samples t-tests. The experimental group, taught using the Analytic Phonics Method, demonstrated statistically significant improvements in post-test scores (t(39) = -3.266, p = .002) with a moderate effect size (d = -0.516). While the control group also exhibited significant progress (t(39) = -6.375, p < .001) with a large effect size (d = -1.008), no statistically significant differences were observed between the two groups in post-test scores (t(78) = -0.565, p = .574). These findings suggest that the Analytic Phonics Method enhances pronunciation skills but does not significantly outperform conventional teaching methods over a short intervention period. The study concludes that systematic phonics instruction is effective for improving EFL pronunciation proficiency and recommends integrating multimedia tools and targeted strategies for addressing irregular words to enhance its application. Implications include providing professional development for educators, incorporating phonics into curricula, and using digital platforms for learner engagement. Future research should explore longitudinal effects, diverse participant demographics, and the integration of advanced technologies to refine phonics instruction further.