Multisensory Phonics Instruction in a Nursery EFL Classroom: A Qualitative Classroom Observation
Keywords:
Multisensory phonics instruction, Nursery EFL Classroom, Early Literacy Development, Young Learners, Qualitative ObservationAbstract
Early phonics learning in nursery context is incredibly understood as a developmental process that benefits from sensory-rich instructional approaches. However, limited research has documented how multisensory phonics practices are enacted in everyday nursery classroom, particularly in English as a Foreign Language (EFL) settings. This study aims to describe how visual, auditory, and tactile engagement are integrated into early phonics instruction in a nursery classroom.
Employing a qualitative classroom observation design, the study was conducted in a nursery class where English was introduced through exposure-based instruction. The researcher acted as a non-participant observer and collected data through detailed field notes across multi phonics sessions. Observations focus on instructional sequences, teaching modelling and children response to multisensory phonics activities. The data were analyzed thematically to identify recurring patterns of engagement.
The findings indicate that phonics instruction was implemented through an integrated multisensory approach. Visual cues supported children ‘s attention to letter forms, auditory modelling enhanced sound awareness, and tactile and movement-based activities sustained engagement and supported sound-meaning associations. Activities combining multiple sensory modalities were associated with longer attention spans and more active participation among nursery-aged learners.
The findings suggest that multisensory phonics practices align with young learners’ development characteristics and offer practical insight for early phonics instruction in nursery EFL classrooms.
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