<![CDATA[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.]]>
