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<p>The oral—written language connection is well established in L1 but less explored in English as a foreign language (EFL). We examined decoding and spelling skills (written language) in relation to EFL oral narratives as an indication of EFL oral language proficiency among Hebrew-speaking 6th graders (n = 86, 43 females) in their 4th year of studying EFL. Tasks assessed microstructure and macrostructure elements of narratives, isolated word decoding and spelling, along with phonological (PA) and morphological awareness (MA), as additional important contributors to literacy. Almost all narrative variables, PA and MA, correlated with decoding and spelling. Regression analyses highlighted different predictors for decoding and spelling: microstructure as an index of lexical and morphosyntactic knowledge predicted decoding, whereas MA, PA and macrostructure contributed to spelling, suggesting different allocation of resources based on the task requirement. These results emphasize specific relationships between oral narrative skills and decoding and spelling in EFL among EFL learners who have already acquired literacy in their L1.</p>

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Connecting oral narrative skills, decoding and spelling acquisition of english as a foreign language by Hebrew-speaking children

  • 期刊论文

  • 发表日期：

    2026年4月17日

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  • Elena Zaretsky,
  • Susie Russak

摘要

The oral—written language connection is well established in L1 but less explored in English as a foreign language (EFL). We examined decoding and spelling skills (written language) in relation to EFL oral narratives as an indication of EFL oral language proficiency among Hebrew-speaking 6th graders (n = 86, 43 females) in their 4th year of studying EFL. Tasks assessed microstructure and macrostructure elements of narratives, isolated word decoding and spelling, along with phonological (PA) and morphological awareness (MA), as additional important contributors to literacy. Almost all narrative variables, PA and MA, correlated with decoding and spelling. Regression analyses highlighted different predictors for decoding and spelling: microstructure as an index of lexical and morphosyntactic knowledge predicted decoding, whereas MA, PA and macrostructure contributed to spelling, suggesting different allocation of resources based on the task requirement. These results emphasize specific relationships between oral narrative skills and decoding and spelling in EFL among EFL learners who have already acquired literacy in their L1.