Exploring technology-enhanced language learning tools for interest-based phonics instruction: an experimental study of Pakistani primary grade learners

This experimental study addressed the critical gap in phonics instruction within under-resourced Pakistani public primary schools, investigating how Technology-Enhanced Language Learning (TELL) tools impact phonics acquisition among students of different ages and gender, to reflect patterns of interest development. Using an action research design with an explanatory sequential mixed-methods approach, 329 Grade 3 (age 9–12) and Grade 5 (age 9–13) learners were divided into control and experimental (TELL-based intervention) groups. The intervention integrated free digital resources into a year-long phonics curriculum, with pre-tests and post-tests measuring skills such as grapheme-phoneme correspondence and blending. Key findings revealed statistically significant improvements (p < 0.05) in the experimental group across all phonics skills. Age-influenced outcomes, with older learners (Grade 5) demonstrated superior retention of complex concepts. Gender disparities narrowed post-intervention, with females excelling in advanced skills, such as digraphs and diphthongs. Interest development evolved from situational to individual, driven by engaging multimedia content. Implications include urgent integration of TELL tools into pedagogy, tailored teacher training in systematic synthetic phonics, and policy reforms for resource allocation and phonics-focused assessments. Recommendations emphasize the development of localized digital content, sustained professional development, and the integration of interest-driven TELL strategies to enhance foundational literacy in low-resource settings.