Countrywide the United Arab Emirates experiences a 47% failure rate of students who take an international English for Speakers of Other Languages examination (Preliminary, 2006). The Preliminary English Exam is used as a benchmark exam for the diploma program of one of the largest government tertiary providers in the country with an enrollment of over 16, 000 national students. Failing to pass the benchmark exam means that the students do not graduate from the institution which means that they will have difficulty entering the national workforce where English is the lingua franca of the various linguistic groups working in the country. Tertiary teachers have long remarked the poor standards in reading English of UAE high school graduates despite the inclusion of English as a Foreign language in the national syllabus (Al Kitbi, 2006). Phonological awareness and orthographic awareness are prerequisites for success in reading achievement in English (Ehri, 2005; Lesaux a Siegel, 2003). The purpose of the quantitative pretest/posttest non-randomized comparison group quasi-experimental study was to determine if direct explicit systematic phonics instruction using the Get Reading website (Get Reading, 2006) increases the phonological awareness and orthographic awareness of female Emirati students aged 18-25 studying in an English language diploma foundation program. The research suggests that phonics training of 16 weeks duration does not have a significant effect on students' phonological and orthographic awareness (t(37) = .31, p = .76, t(37) = .91, p = .37). However, the percentage of students in the treatment group who scored 11.00 or higher on a phonological awareness pretest increased from 36.8% to 44.7% on a posttest of phonological awareness.The study used a quantitative non-randomized pretest/posttest quasi- experimental design. The dependent variables were pre and ... Chapter 4 reports the data collection and the results of the study. The first section discusses the researchanbsp;...
|Title||:||Orthographic and Phonological Awareness Among L1 Arabic ESL Learners: A Quasi-experimental Study|
|Publisher||:||ProQuest - 2008|