Theoretical Perspectives on Phonics Instruction: A Systematic Literature Review in English as a Second Language (ESL)

This systematic literature review examines theoretical perspectives on phonics instruction within English as a Second Language (ESL) and English as a Foreign Language (EFL) context. The review traces the historical development of phonics in ESL settings; analyses the acceleration of interest in phonics research during and after the COVID-19 pandemic; investigates pedagogical implications for ESL/EFL teachers identifies current challenges in implementing phonics instruction in multilingual settings; and clarifies the research significance of synthesizing work across contexts. Using PRISMA guidelines, multiple databases were searched, screened, and eligible studies selected according to defined inclusion and exclusion criteria. Results show that systematic, explicit phonics instruction yields positive effects on decoding, word recognition and spelling in ESL/EFL learners, but that implementation is uneven due to teacher training, resource constraints and contextual factors (L1 orthography, online/blended modalities). The discussion emphasizes the application of cognitive, metacognitive, scaffolding, visual and motivational strategies for phonics instruction in multilingual contexts. Recommendations include prioritizing teacher professional development, integrating phonics into broader language-instruction frameworks, and designing culturally responsive phonics materials. Limitations and avenues for future research are addressed.