The Impact of Baby College Phonics System on Iranian Children EFL Learners’ Phonological Awareness, Spelling, and Willingness to Communicate

This study is an attempt to investigate the impact of Baby College Phonics system on Iranian children EFL learners’ phonological awareness, spelling, and willingness to communicate (WTC). To this end, 80 EFL learners within the age range of 8 to 12 were selected, and homogenized. The participants were then assigned to an experimental group (i.e., Baby College Phonics) and a control group. Having selected the participants and assigning them to the groups, the researchers administered a phonological awareness test, a spelling test, and a WTC questionnaire. Next, the experimental group was exposed to Baby College Phonics system, whereas the control group was instructed based on a non-phonics approach. After 15 sessions, the phonological awareness test, spelling test, and WTC questionnaire were administered again. The findings revealed that Baby College Phonics system had a significant impact on Iranian children EFL learners’ phonological awareness, spelling, and WTC. The findings have some fruitful pedagogical implications for Iranian policy makers, course book writers, and material developers.

The Impact of Baby College Phonics System on Iranian Children EFL Learners’ Phonological Awareness, Spelling, and Willingness to Communicate Keywords:

Baby College Phonics system , phonological awareness , spelling , willingness to communicate