Development of Blended Learning Activities Using Phonics Instruction to Enhance English Pronunciation and Spelling Ability for Grade 3 Students in Phetchaburi Municipality Schools
DOI:
https://doi.org/10.60027/iarj.2026.e287973Keywords:
Blended Learning, Phonics Instruction, English Pronunciation, Spelling Aability, Elementary EducationAbstract
Background and Aims: English pronunciation and spelling are critical components of early literacy, yet many Thai primary students struggle due to limited phonemic awareness and sound-symbol correspondence. To address this issue, this study employed a Research and Development (R&D) design to develop and evaluate phonics-based blended learning activities for Grade 3 students in Phetchaburi Municipality Schools. This study aimed to 1) develop blended learning activities using phonics instruction to enhance English pronunciation and spelling ability for Grade 3 students in Phetchaburi Municipality Schools, 2) examine the efficiency of the developed activities, and 3) investigate students’ opinions toward the blended learning activities using phonics instruction.
Methodology: The sample consisted of 18 Grade 3 students from Tessaban 4 Wat Chaiyasoontorn School, Phetchaburi Province, selected by cluster sampling and purposive sampling techniques, focusing on students with pronunciation and spelling difficulties. Research instruments included: 1) a questionnaire on teachers’ needs, 2) the blended learning activities using phonics instruction, 3) pre-test and post-test to measure students’ pronunciation and spelling ability, and 4) a questionnaire on students’ opinions toward the developed activities.
Results: The results revealed that 1) the blended learning activities using phonics instruction had an efficiency of 86.40/79.81. 2) after the learning process, students’ pronunciation and spelling ability were significantly higher than before at the .01 level, and 3) students’ opinions toward the blended learning activities using phonics instruction were at a high level (Mean = 4.49, SD = 0.93).
Conclusion: The phonics-based blended learning activities were effective in improving Grade 3 students' English pronunciation and spelling skills and were positively received by the students.
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