Theoretical Framework

This study is anchored to the Phonic Approach, which advocates teaching phonics and

all phonic-related skills, like phonemic awareness, to effectively teach beginner-level students

early reading skills (Phajane, 2014). Phonics develops learner awareness of the relationship

between alphabetic writing and sound patterns. Teaching phonics is an effective way to lessen

learners' anxiety and incite interest in learning the English language. The Phonics Approach can

also improve students' English skills, especially in vocabulary learning and pronunciation (Sun

and Xie, 2021). Bernhardt (2000) stated that phonics instruction could be applied to L2 learners

to use sound-symbol, vocabulary, and meaning to decode and comprehend texts even though it is

mainly designed for L1 beginners.

In line also with this is the Constructivist Learning Theory of Jean Piaget, which suggests

that learning is an active process wherein the learner utilizes sensory input and creates meaning

out of it (Hein, 1991). New approaches in phonics instruction in accordance with constructivist

principles involve children in the active construction of knowledge about orthographic patterns.

These approaches include the spelling-based approach, embedded phonics approach, and

compare/contrast or analogy-based approach (Sitthitikul, 2014). Learning also consists of both

constructing meaning and constructing systems of meaning. Every meaning we create enables us

to give meaning to other sensations that suit a similar pattern (Hein, 1991). Blevins (n.d.) stated

that phonics instruction teaches students the sound-spelling relationship to decode or sound out

words.

References
 Phajane, M. H. (2014). Introducing beginning reading using phonics approach.

Mediterranean Journal of Social Sciences, 5(10), 477-477.

Sun, G., & Xie, W. (2021, June). Phonics Approach in English Teaching in China from

2011 to 2020. In 1st International Conference on Education: Current Issues and Digital

Technologies (ICECIDT 2021) (pp. 488-492). Atlantis Press.

Hein, G. E. (1991). Constructivist learning theory. Institute for Inquiry. Available

at:/http://www. exploratorium. edu/ifi/resources/constructivistlearning. htmlS

Blevins, W. (n.d.). Frequently Asked Questions About Phonics. Retrieved from

https://www.scholastic.com/teachers/articles/teaching-content/frequently-asked-questions-about-

phonics/

Sitthitikul, P. (2014). Theoretical Review of Phonics Instruction for Struggling/Beginning

Readers of English. PASAA: Journal of Language Teaching and Learning in Thailand, 48, 113-

126

Bernhardt, E. B. (2000). Second-language reading as a case study of reading scholarship

in the 20th century. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook

of reading research (Vol. 3, pp. 791-811). Mahwah, NJ: Lawrence Erlbaum.

This study is anchored to the Constructivist Learning Theory of Jean Piaget, which suggests

that learning consists of both constructing meaning and constructing systems of meaning. Every

meaning we create enables us to give meaning to other sensations that suit a similar pattern

(Hein, 1991). The National Reading Panel (2000) stated that phonics instruction primarily

focuses on helping beginner students understand how letters are linked to sounds (phonemes) to

form letter-sound correspondences and spelling patterns. This provides children the key

knowledge and skills they need to apply that knowledge in their reading and writing. The

Constructivist Learning Theory also emphasizes that learning is an active process wherein the

learner utilizes sensory input and creates meaning out of it (Hein, 1991). New approaches in

phonics instruction in accordance with constructivist principles involve children in the active

construction of knowledge about orthographic patterns. These approaches include the spelling-

based approach, embedded phonics approach, and compare/contrast or analogy-based approach

(Sitthitikul, 2014).

In line also with this is the Phonic Approach, which advocates teaching phonics and all

phonic-related skills, like phonemic awareness, to effectively teach beginner-level students early

reading skills (Phajane, 2014). Phonics develops learners’ awareness of the relationship between

alphabetic writing and sound patterns. Teaching phonics is an effective way to lessen learners'

anxiety and incite interest in learning the English language. The Phonics Approach can also

improve students' English skills, especially in vocabulary learning and pronunciation (Sun and

Xie, 2021). Bernhardt (2000) stated that phonics instruction could be applied to L2 learners to

use sound-symbol, vocabulary, and meaning to decode and comprehend texts even though it is

mainly designed for L1 beginners.

is not identical to traditional education, but still should be. equivalent. Local and distant learners

have fundamentally different environments in which to learn. It is the responsibility of the

distance educator to design learning events that provide experiences with equal value for

learners. Students should have learning experiences that are tailored to the environment and

situation in which they find themselves. Different students in various locations, learning at

different times, may require a different mix of learning experiences. The goal of instructional

planning is to make the sum of experiences for each learner equivalent. Those developing

distance education systems should strive for equivalency in the learning experiences of all

students, regardless of how they are linked to the resources or the instruction they require

(Simonson et al., 1999).

The Constructivist Learning Theory, the Phonic Approach, and the Equivalency Theory are

all deemed appropriate in the conduct of this study as they serve as its theoretical foundation.

The first emphasized the importance of teaching Phonics in building and improving language

skills such as reading and writing skills, the second highlighted the importance of Phonics in

learning a second language, and the third emphasized the difference of online teaching and

traditional teaching.
References

Phajane, M. H. (2014). Introducing beginning reading using phonics approach.

Mediterranean Journal of Social Sciences, 5(10), 477-477.

Sun, G., & Xie, W. (2021, June). Phonics Approach in English Teaching in China from

2011 to 2020. In 1st International Conference on Education: Current Issues and Digital

Technologies (ICECIDT 2021) (pp. 488-492). Atlantis Press.

Hein, G. E. (1991). Constructivist learning theory. Institute for Inquiry. Available

at:/http://www. exploratorium. edu/ifi/resources/constructivistlearning. htmlS

Sitthitikul, P. (2014). Theoretical Review of Phonics Instruction for Struggling/Beginning

Readers of English. PASAA: Journal of Language Teaching and Learning in Thailand, 48, 113-

126

Bernhardt, E. B. (2000). Second-language reading as a case study of reading scholarship

in the 20th century. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook

of reading research (Vol. 3, pp. 791-811). Mahwah, NJ: Lawrence Erlbaum.

National Reading Panel. (2000). Report of the National Reading Panel. Teaching

Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on

Reading and Its Implications for Reading Instruction. National Institute of Child Health and

Human Development.

Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education: A

new discussion. American Journal of Distance Education, 13(1), 60-75.

4.THEORETICAL FOUNDATION

Stephen Krashen, a famous American language educator, put forward the Input Hypothesis. He

put forward a famous “i + 1” theory in the process of language input. In phonics, the learner's

current vocabulary level is “i”, and he points out that if the learner is exposed to input slightly

above their current vocabulary level, and this input can be learned and understood, then the input

is “i + 1”, in which case second language acquisition will occur.[6]

http://www.acadpubl.com/Papers/Vol%202,%20No%202%20(IJET%202021).pdf#page=117