Pronunciation and Spelling Difficulties Among Thai Young EFL Learners: A Qualitative Case Study

Ayya Alufi Ahmad; Dewi Nurul Qomariyah; Khusnul Khotimah

doi:10.61100/tacit.v4i3.414

Authors

Ayya Alufi Ahmad Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Dewi Nurul Qomariyah Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Khusnul Khotimah Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

DOI:

https://doi.org/10.61100/tacit.v4i3.414

Keywords:

Pronunciation Difficulties, Spelling Errors, Thai EFL Learners, Alphabetic Development

Abstract

This study explores pronunciation and spelling difficulties among Thai young learners of English as a Foreign Language (EFL), focusing on learner perceptions, written errors, and classroom instructional practices. A qualitative single-case study was conducted at Santiwit School, Southern Thailand, involving one English teacher and 20 Grade 2 students. Data were collected through semi-structured interviews, spelling worksheets, and three classroom observations, then analyzed using the interactive model of Miles, Huberman, and Saldaña. Findings revealed that all 20 students associated spelling difficulties with pronunciation, while 18 reported difficulties remembering spelling forms. Written work showed letter omissions, substitutions, and additions, although these errors could not be attributed exclusively to first-language phonological transfer. Classroom instruction incorporated phonics, repetition, corrective feedback, songs, and games. The study highlights the importance of integrating pronunciation practice, explicit spelling instruction, and contextual assessment to better understand and address young learners' vocabulary learning difficulties.

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