Using the Power of Phonological Awareness Strategies to Develop Reading Fluency Among EFL Learners at the University Level

Abstract

The relationship between phonological awareness and developing reading skills is fundamental. So, the current research paper aims to portray the extent to which the level of reading fluency among EFL learners at the university level can be improved through using some phonological awareness strategies. Phonological awareness strategies consist of alliteration, blending, isolation, deletion, and segmentation. The sample of the study is represented by first year students, Department of English / College of Education / University of Misan for the academic year (2025-2026). The number of the students was 26. The research depended on pre-test and post-test techniques. At the beginning, the reading fluency pre-test was administered to first year students without previous teaching of phonological awareness strategies. The results of pre-test indicated that there were many errors in reading fluency. Then the students were taught some phonological awareness strategies. Finally, the post-test was administered to the same group of students. The results showed that phonological awareness strategies were effective in developing EFL oral reading fluency among EFL learners.