Assessing Graphophonemic Awareness in an English Classroom in Japan

Despite the importance of assessing graphophonemic awareness in foreign-language education, especially of English as a foreign language (EFL) , little attention has been paid to such assessment at tertiary-level institutions in Japan. On the contrary, Japanese universities tend to focus either on developing students' general English communication skills or on teaching students English for specific purposes (e.g., business English) . To address that gap in practice, this paper describes the process of assessing graphophonemic awareness in an EFL classroom.