Improving Phonological Awareness Skills of Young Learners of English in an EFL Context

This action research study aimed to improve the phonological awareness of young learners in the Turkish EFL context. In total, there were 56 students from the 5th, 6th, and 7th grades at a secondary state school. The students’ phonological awareness levels were measured via the Phonological Awareness Skills Test (P.A.S.T.) in the pre-test, immediate post-test, and delayed post-test design. Their scores were analysed through statistical procedures. When the mean scores of the pre-test, immediate post-test, and delayed post-test were compared, it was found that the scores in the immediate post-test and delayed post-test increased. A non-parametric Friedman test of differences among repeated measures was conducted and rendered a significant Chi-square value. Thus, it was revealed that there was a statistically significant difference among the P.A.S.T. scores of the participants measured before the in-class activities, after the in-class activities, and after a six-week follow-up. The findings displayed the importance of employing various activities to improve the phonological awareness of young learners. Educational implications are also discussed.