Aug 2026· GLENS: Global English Insights Journal· 0 citations· 31 references
Abstract
The study investigates how this integration affects comprehension, critical thinking, student engagement, learner autonomy, and the particular difficulties that students face using thematic analysis. Student perspectives, classroom observations, and classroom records were used to collect data. Using detailed information from ten informants with a range of skill levels, this qualitative case study examines the impact of combining language and content in academic reading for English as a Foreign Language (EFL) learners in higher education. The results show that students' reading comprehension is much improved by contextualizing reading materials, structuring instruction, and connecting the subject to real-world scenarios. Giving students the chance to relate academic material to their own experiences increases their engagement and sense of autonomy. However, issues with technical jargon, a lack of prior knowledge, and the interpretation of statistical or graphical data remain obstacles. Scaffolded analysis, modeling of reading strategies, and pre-teaching of specialist terminology are among the effective tactics identified. These findings highlight the importance of adaptable, targeted teaching strategies for EFL students. Such interventions are essential for fostering critical thinking, academic literacy, and independence. Integrating language and content supports EFL learners in overcoming reading challenges and achieving academic success.
This study explored the perspectives of Grade 2 teachers in addressing the reading comprehension challenges of struggling learners in the Santa Maria West District, Davao Occidental Division. Utilizing a qualitative descriptive research design, data were collected through interviews to capture teachers’ observations, instructional practices, and insights within their natural classroom settings. Anchored on the Simple View of Reading and Scarborough’s Reading Rope, the study examined comprehension as influenced by linguistic, cognitive, instructional, and systemic factors. Findings revealed that learners experience significant difficulties in vocabulary development, word recognition, and higher-order comprehension skills such as sequencing, retelling, and inferencing. Language barriers were evident, as many learners demonstrated greater proficiency in Bisaya and Filipino than in English, often resulting in disengagement and low participation during classroom activities. To address these challenges, teachers implemented scaffolded and adaptive strategies, including guided reading, differentiated instruction, translanguaging, vocabulary enrichment, and the use of visual and interactive materials to enhance engagement. However, systemic constraints such as limited instructional time, insufficient professional training, lack of structured literacy programs, and minimal parental involvement hindered the effectiveness of these interventions. Teachers emphasized the importance of sustained institutional support through targeted professional development, adequate resource allocation, school-wide literacy initiatives, and strengthened family engagement. The study proposes a contextualized literacy support framework integrating teacher capacity building, structured instructional resources, and collaborative partnerships to improve literacy outcomes.
Jessa Y. Torres, Amelie E. Trinidad· International Journal of Man...· 0 citations
Critical thinking is an essential competence in language education because students are expected not only to understand texts but also to interpret information, evaluate arguments, identify assumptions, make inferences, and justify their opinions using textual evidence. However, reading instruction in many English as a foreign language classrooms still emphasizes literal comprehension, vocabulary translation, and answer-finding activities. This study aims to examine the effectiveness of reading-based literacy activities in developing students’ critical thinking and to explore how students experience critical reading tasks in secondary EFL classrooms. The study employed a mixed-method design using a quasi-experimental pretest-posttest control group approach supported by classroom observations, student interviews, reflective journals, and document analysis. The participants were 74 Grade VIII students divided into an experimental group and a control group. The experimental group received reading-based literacy activities involving prediction, questioning, evidence mapping, inference-making, argument evaluation, perspective comparison, and reflective response writing. The control group received conventional reading instruction. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain scores, and effect size analysis. Qualitative data were analyzed thematically. The findings showed that the experimental group achieved significantly higher critical thinking improvement than the control group. Qualitative findings revealed that reading-based literacy activities strengthened students’ ability to question texts, locate evidence, compare viewpoints, infer implicit meanings, and justify interpretations. The study concludes that reading-based literacy activities can develop students’ critical thinking when they are explicit, evidence-based, dialogic, and supported by reflective assessment.
Fitriani Fitriani, Fitriah Hayati· Sensei International Journal...· 0 citations
educational systems continue to adapt to evolving curricular standards and increasing literacy demands, students are expected to demonstrate higher levels of reading comprehension and critical engagement with texts. However, many learners struggle to adjust to these changing expectations, highlighting the need for effective instructional approaches. This study examined the relationship between teachers’ pedagogical strategies and the reading comprehension performance of Grade 7 students in a public secondary school in the Philippines during the School Year 2024–2025. Using a descriptive-correlational research design, data were collected from English teachers and students through a validated research instrument and analyzed using descriptive statistics and correlation analysis. Findings revealed that pedagogical strategies were frequently practiced, with interactive teaching and differentiated learner-centered approaches emerging as the most utilized instructional methods. Students demonstrated very satisfactory reading comprehension performance, particularly in applying reading strategies, although challenges remained in evidence-based interpretation and higher-order comprehension tasks. Results further revealed a significant positive relationship between the use of pedagogical strategies and reading comprehension performance (r = 0.692, p = 0.012), indicating that students exposed to diverse and engaging instructional practices tend to achieve stronger learning outcomes. The findings underscore the importance of responsive pedagogy in supporting literacy development, educational quality, and the advancement of Sustainable Development Goal 4.
Unknown authors· International Journal of Res...· 0 citations
The study aimed to develop and validate a Digital English Reading Intervention designed to enhance the reading comprehension of Grade 7 learners at Cabangaran Integrated School. Anchored on the Philippine Informal Reading Inventory (Phil-IRI) results, the research identified learners’ comprehension levels, determined appropriate topics for intervention, and developed a mobile reading application tailored to their needs. The Phil-IRI findings revealed that out of 17 Grade 7 learners, 15 (88.24%) were at the instructional level, while 2 (11.76%) were at the frustration level, indicating the necessity of guided support and targeted remediation. The intervention focused on essential comprehension skills, including identifying main ideas, noting details, vocabulary development, context clues, sequencing events, making inferences, and concluding. These topics were integrated into the mobile app through interactive story content, quiz pages, prompts, and score displays to foster comprehension, critical thinking, and learner engagement. Validation results showed that the developed intervention obtained a Very Highly Valid rating across all areas, with weighted means of 4.65 for content quality, 4.58 for instructional design, 4.59 for usability, and 4.54 for technical quality, yielding an overall mean of 4.59. This indicates that the intervention is highly valid and acceptable in supporting Grade 7 learners’ reading comprehension development. Validators also provided constructive feedback on content, instructional design, usability, technical features, and learner engagement, which served as the basis for refinement and improvement of the material. In conclusion, the study demonstrates that a curriculum-aligned, technology-driven reading intervention can effectively address learners’ comprehension needs, offering teachers and students an innovative tool for guided and independent reading improvement.
Unknown authors· Psychology and Education: A...· 0 citations
The research sought to explore the impact of using the asynchronous learning platform Lingua on the reading comprehension skills of English as a Foreign Language (EFL) students. This qualitative study involved 140 tenth-grade students from five senior high schools in Lampung Province, Indonesia. Data were collected through observation and questionnaires, with a descriptive analysis applied to interpret the information. The results demonstrated that students benefited from this approach, displaying proficiency in identifying main ideas, extracting explicit information, making inferences, discerning figurative and connotative meanings, and identifying implicit information. Moreover, Lingua not only enhanced the students’ reading comprehension but also contributed to their overall enjoyment, motivation, sense of proficiency, and confidence in this skill. The platform's provision of appropriate challenges and feedback further facilitated students' improvement, while exposure to diverse and knowledgeable content expanded their horizons and understanding. In response to the positive outcomes observed, educators and administrators may consider integrating Lingua into their asynchronous learning strategies for enhancing students’ EFL reading comprehension. This tool may support not only academic proficiency but also students' overall motivation and confidence in mastering essential reading skills.
S. Susanto, Deri Sis Nanda· Revista Electrónica de Inves...· 0 citations
Reading difficulties among Grade 7 learners continue to affect comprehension, fluency, vocabulary development, and classroom participation. This study explored how guided reading sessions influenced the reading development and learning experiences of one Grade 7 learner with learning difficulties in a secondary school in Compostela West District, Division of Davao de Oro. Using a qualitative single case study design, data were gathered through a validated semi-structured interview guide and analyzed through thematic analysis. Guided by Vygotsky’s Sociocultural Theory, particularly the Zone of Proximal Development (ZPD), the study examined how teacher scaffolding, structured reading activities, and social interaction supported reading growth. Findings revealed four themes: emotional response to program placement, teacher-guided reading support, structured learning through guided reading activities, and interactive comprehension with peer participation. The learner initially experienced nervousness and fear, but consistent teacher support, daily reading tasks, questioning, modeling, and peer discussion helped reduce anxiety and improve engagement. The results suggest that guided reading functions not only as a literacy intervention but also as an emotionally supportive instructional practice that strengthens comprehension, fluency, vocabulary, confidence, and learner independence.
Cheryl Culaba, Charlyn Cubero, Christian Joel Millama et al.· Psychology and Education: A...· 0 citations