Explicit Versus Implicit Modes of EFL Reading Literacy Instruction: Using Phonological Awareness With Adult Arab Learners

Abstract

There is a strong belief among language teachers that intensive exposure to language alone can lead to acquisition. The present study is a qualitative- quantitative research design that used a quasi-experimental design to compare between the effectiveness of intensive exposure to language versus phonological awareness explicit instruction on adult Arab EFL learners’ EFL reading literacy in a Saudi university context. The study is also concerned with Saudi adult learners’ attitudes towards phonological awareness instruction. Participants (N=89) were all male students enrolled in an intensive EFL undergraduate program, where they were required to pass an intensive EFL course. Sample were randomly divided into a treatment group (N=47), who received phonological awareness treatment, and a control group (N=42) who were exposed to language intensively. Posttest findings confirmed the significant effect of phonological awareness instruction on the sample’s EFL literacy. Moreover, positive attitudes towards the program were detected in the interviews held at the end of treatment. Therefore, the study recommended introducing phonological awareness instruction to develop Arab learners’ EFL literacy.