المجلة الدولية للعلوم والتقنية

This study investigates the perceptions of English as Foreign Language teachers regarding the implementation of Jolly Phonics in their classrooms, with a focus on identifying the obstacles they encounter while utilizing this technique in English language instruction. Data were collected from 27 teachers working in both private and public schools in Benghazi, Libya. All participants completed a questionnaire, and six of them engaged in interviews. The questionnaire data were analysed using descriptive statistics while thematic analysis was applied to analyse the interview data. The findings indicate that the majority of teacher participants hold positive attitudes toward Jolly Phonics, perceiving it as an enjoyable approach that aids in enhancing students' overall English literacy. However, a significant number of teachers do not employ this method in their classrooms, citing various reasons. One key factor is their uncertainty about how to effectively implement and utilize Jolly Phonics. Furthermore, the findings of this study reveal that many teachers in public schools lack the requisite knowledge about Jolly Phonics and receive inadequate training on how to incorporate this method effectively into their teaching practices. Based on the results of this study, several recommendations are offered for teachers and educational decision-makers. These recommendations might support teachers to apply Jolly Phonics effectively and guide educational decision makers to offer good circumstances for teachers to employ Jolly Phonics. Keywords: Jolly Phonics approach, English literacy, early age, Libyan context, phonological awareness