Implementing Systematic Phonics Instruction to Support Foundational English Literacy among Thai Primary EFL Learners: A Classroom Action Research Study

Publication Description This Classroom Action Research examines the implementation of Power Phonics, a structured phonics instructional approach designed to support foundational English language development among 43 Prathom 4 students at Ban Pluak Daeng School, Thailand. The study focuses on common challenges encountered by beginning English as a Foreign Language (EFL) learners, particularly in letter–sound recognition, pronunciation, word blending, reading, and confidence in using English. The instructional approach integrates explicit phonics instruction, visual learning materials, guided practice, interactive classroom activities, and meaningful language application. Guided by the Plan–Act–Observe–Reflect action research cycle, the study describes the instructional intervention and examines available classroom assessment information. Official academic records indicate a class mean of 85.33%, while the report separately discusses a pre-test and post-test score comparison, including its documentation and verification limitations. The research emphasizes the importance of systematic phonics instruction, differentiated learning support, formative assessment,