Factors Influencing English Phonological Awareness among Grade 4 English Second Language Learners

Abstract

Phonological awareness is a critical foundation for the development of reading and writing, yet it poses significant challenges for learners of English as a Second Language (ESL), particularly in contexts where the language of instruction shifts from the mother tongue to English. This study explored the factors influencing phonological awareness among Grade 4 learners at a selected Combined School in northern Namibia, a key transitional stage in the education system. Guided by an interpretivist paradigm and a qualitative exploratory case study design, the study used purposive sampling to select three teachers and 15 learners. Data were collected through interviews and classroom observations and analysed using thematic analysis. The findings indicate that phonological awareness is influenced by several interrelated factors, including mother tongue interference, limited exposure to English, socio-economic background, inadequate teaching methods, and a lack of instructional resources. These factors contribute to learners’ difficulties in decoding, spelling, pronunciation, and reading fluency. The study further reveals that poor phonological awareness negatively impacts overall English language proficiency and reduces learners’ confidence and participation in classroom activities. The study also identifies effective strategies to enhance phonological awareness, such as using rhymes, songs, phonics instruction, and storytelling, as well as syllable segmentation activities like clapping. These approaches promote active engagement and improve learners’ ability to recognise and manipulate sounds in English. The study concludes that improving phonological awareness requires early intervention, appropriate teaching strategies, adequate resources, and collaborative support from teachers, parents, and education stakeholders.