A Review of the Literature on the Adoption of Jolly Phonics Method by Teachers to Enhance Students’ English Literacy
DOI:
https://doi.org/10.64261/w8gbvb71Keywords:
Jolly Phonics, EnEglish Language Literacy, teachers’ perceptions, trainingAbstract
The main aim of this study is to review the empirical literature available on the adoption of Jolly Phonics methods by teachers to improve their students’ English language skills. Specifically, it aims to summarise and “synthesize the results of” the previous studies conducted on teachers to know their perception about the effectiveness of JP program in enhancing students’ English literacy. Moreover, the researchers also endeavoured to identify research gaps and provided recommendations for future research through this study. The researchers have included 11 studies published between 2012 to 2024 in the review by following a pre-determined inclusion-exclusion criterion. The studies have been analysed in terms of their aims, methodology and the results reported by them. The results revealed that, majority of the studies reported that the participating teachers in the JP intervention found the program and JP resource material useful. They are satisfied with JP method and they believe that JP method can be successfully implemented on learners to improve their English literacy skills.References
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