Efficiency of phonics-based instruction in developing reading, spelling, and pronunciation fluency among Yemeni EFL primary learners

In Yemen, there is a scarcity of research and a lack of application for phonics-based instruction. Hence, the present study aimed to explore EFL teachers' perspectives on the efficiency of phonics instruction in developing reading, spelling and pronunciation fluency among Yemeni EFL learners at primary schools. The study sample comprised 33 EFL teachers from six schools in Dhamar City, Yemen. The participants were asked to give their views and share their experiences on the efficacy of phonics-based instruction in developing the above-mentioned language skills. The participants were selected based on the convenient sampling technique and asked to respond to a questionnaire consisting of 15 statements. The data obtained were analyzed using the SPSS program version 22.0 to display descriptive statistics quantitatively. The results revealed that teaching phonics is so crucial for the development and improvement of learners' reading fluency, spelling mastery, and pronunciation proficiency. In addition, phonics teaching contributes to reducing and/or eliminating the learners' errors in spelling, reading, and pronunciation. The findings highlighted the importance of integrating phonics teaching into the curricula of English in the early stages at Yemeni schools.