Digital Phonological Visuals: Supporting Primary Learners’ Early Oral English Competence & Development

Lulu Jola Uktolseja; Melda Agnes Manuhutu

doi:10.31849/r4nc9x58

Authors

Lulu Jola Uktolseja Universitas Victory Sorong, Sorong, Indonesia
Melda Agnes Manuhutu Universitas Victory Sorong, Sorong, Indonesia

DOI:

https://doi.org/10.31849/r4nc9x58

Keywords:

Digital phonological visuals, Adaptive learning, English-speaking development, Primary education, Multimedia learning

Abstract

Early oral English competence is a fundamental foundation for children’s academic participation and social communication. However, primary EFL classrooms in Indonesia continue to face challenges such as limited English exposure, memorization-oriented pedagogy, and insufficient phonology-focused learning media aligned with young learners’ developmental needs. Although digital media is increasingly used in language education, empirical evidence remains limited on how phonological visual support can be systematically integrated with adaptive learning frameworks to enhance early speaking development at the primary level. To address this gap, this study developed and evaluated a Digital Phonological Visuals (DPV) based adaptive learning framework to support elementary students’ English-speaking development. A sequential explanatory mixed methods research and development design was employed, guided by the 4D model. The intervention involved total sampling of 55 sixth-grade students at YPK Klasaman 2 Elementary School, Sorong City. Data were collected through pre- and post-speaking tests assessing pronunciation, fluency, and basic accuracy, complemented by questionnaires and systematic classroom observations. Quantitative results demonstrated a substantial improvement in speaking performance, with mean scores increasing from 44.2 in the pretest to 84.9 in the posttest, yielding a high normalized gain of 0.71. Regression analysis further showed a strong relationship between the DPV-based adaptive learning framework and speaking development (R = 0.93; R² = 0.865). Qualitative findings supported these results, revealing increased learner engagement, enhanced phonological awareness, and greater confidence in oral production. This study contributes a phonology grounded, classroom feasible adaptive digital model with implications for inclusive early EFL speaking in resource constrained primary education contexts.

Author Biographies

Lulu Jola Uktolseja, Universitas Victory Sorong, Sorong, Indonesia

Lulu Jola Uktolseja is an senior lecturer, author, and community advocate at Universitas Victory Sorong who is dedicated to advancing innovative and effective English language teaching practices. Her work focuses on improving classroom instruction and integrating technology to enhance learning outcomes. She actively serves as a volunteer English teacher at an elementary school in Sorong City and contributes as a judge and coach for English competitions at both the city and provincial levels in Southwest Papua. Committed to inclusive education, she also supports empowerment programs as a moderator and facilitator with Victory Disability Care, continually striving to foster adaptive, equitable, and inspiring learning environments.
Melda Agnes Manuhutu, Universitas Victory Sorong, Sorong, Indonesia

Melda Agnes Manuhutu is a writer and researcher at Universitas Victory Sorong whose scholarly work centers on expert systems and decision support systems. She has authored numerous articles and books examining the design, implementation, and practical application of intelligent systems to enhance problem solving and organizational decision making across diverse fields. Her research highlights the role of computational models, knowledge-based systems, and data-driven approaches in improving the accuracy, efficiency, and reliability of decisions. Through her publications, she seeks to bridge theoretical foundations and real-world applications, making complex technological concepts accessible to students, academics, and practitioners while contributing to the advancement of innovative and impactful information systems research.

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