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‘Organizing the mess in my mind’: EFL teachers’ perceptions and knowledge of English orthography

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Abstract

English foreign language (EFL) literacy achievement is a major challenge for EFL pupils in Israel. To better understand this challenge, this study used a quantitative approach to examine differences between experienced and preservice EFL teachers’ content knowledge of the English orthography and the impact of a semester course on this knowledge. A qualitative analysis examined perceptions of the English orthography, effective teaching methods for word recognition and spelling as well as effectiveness of the course. Results supported English first language teacher knowledge research showing relatively weak English orthographic knowledge for all participants with experienced teachers demonstrating a slight advantage. Post course scores showed significant improvements for preservice EFL teachers but these scores were still far from ceiling. Participants were unanimous in stating that they felt that they benefited and gained significant knowledge as a result of participation in the course. They acknowledged the challenges of EFL spelling but were divided regarding whether and how it should be taught. Poor scores on the overall Teacher Knowledge Survey suggest that participants did not have the orthographic related knowledge necessary to guide their decisions as to how to teach EFL literacy. Orthographic related instruction for EFL preservice and practicing teachers should continue to be examined as a facilitating factor for effective teaching of EFL word recognition and spelling.

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Acknowledgments

This research was funded by a grant from Oranim Academic College of Education Graduate Department and Research Authority.

Author information

Authors and Affiliations

  1. Department of Language Learning, Oranim Academic College of Education, 36006, Kiryat Tivon, Israel

    Janina Kahn-Horwitz

  2. Department of Learning Disabilities, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel

    Janina Kahn-Horwitz

Authors
  1. Janina Kahn-Horwitz
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Correspondence to Janina Kahn-Horwitz.

Appendices

Appendix 1: Examples from Teacher Knowledge Survey

Syllabic knowledge

  1. 1.

    Which word begins with an open syllable, long vowel? (a) favor (b) pleasant (c) sunny (d) planet

  2. 2.

    Count the number of syllables for the word pies. (a) one (b) two (c) three (d) four

Knowledge of orthographic conventions or phonics

  1. 1.

    All the following are irregular, high frequency words except: (a) when (b) does (c) who (d) said

  2. 2.

    A nonsense word that does not follow an English spelling pattern is: (a) shease (b) toyn (c) squive (d) clow

Terminology related to instructional practice

  1. 1.

    A voiced consonant digraph is in the word: (a) think (b) ship (c) boy (d) the

  2. 2.

    Two combined letters that represent one single speech sound are a (a) schwa (b) consonant blend (c) phoneme (d) digraph

Phonological awareness

  1. 1.

    How many speech sounds are in the word eight? (a) two (b) three (c) four (d) five

  2. 2.

    If you say the word, and then reverse the order of the sounds, ice would be: (a) easy (b) sea (c) size (d) sigh

Morphological awareness

  1. 1.

    How many morphemes are in the word unbelievable? (a) one (b) two (c) three (d) four

  2. 2.

    How many morphemes are in the word pies? (a) zero (b) one (c) two (d) three

Appendix 2: Interview questions

What do you think is the best way to teach EFL reading/EFL spelling?

What is personally challenging for you regarding EFL reading/EFL spelling (what do you find challenging as an EFL reader/EFL speller)?

What successful experiences have you had with EFL reading/EFL spelling instruction?

What unsuccessful experiences have you had with EFL reading/EFL spelling instruction?

How do you overcome challenges you face in EFL reading/EFL spelling?

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Kahn-Horwitz, J. ‘Organizing the mess in my mind’: EFL teachers’ perceptions and knowledge of English orthography. Read Writ 28, 611–631 (2015). https://doi.org/10.1007/s11145-015-9541-8

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  • DOI: https://doi.org/10.1007/s11145-015-9541-8

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