ENHANCING THE READING SKILLS OF BSED-ENGLISH COLLEGE STUDENTS THROUGH INTERACTIVE READING STRATEGY

Niño B. Dela Salde, Quennie E. Monte, Lemuel J. Segara, Edroslyn J. Fernandez

Abstract


This mixed-methods study examined the effectiveness of interactive reading strategies in enhancing the reading comprehension of Bachelor of Secondary Education (BSED) English students. A quasi-experimental approach was used to compare pre-test and post-test scores between an experimental group taught using interactive strategies and a control group taught through traditional methods. Quantitative results showed that the experimental group achieved a significantly higher mean gain, indicating the effectiveness of interactive strategies. The qualitative phase further enriched these findings, revealing that students experienced increased engagement, motivation, and improved understanding through collaborative and student-centered reading activities. The integration of both data sets highlights the value of interactive reading strategies in fostering comprehension and positive learning experiences. These results support the adoption of innovative, evidence-based practices in language instruction.

 

Article visualizations:

Hit counter


Keywords


interactive reading strategies, reading comprehension, mixed methods, student engagement, BSED students

Full Text:

PDF

References


Alexander, P. A. (2018). The development of conceptual understanding and the role of the ZPD in learning. Educational Psychologist, 53(3), 165–184. https://doi.org/10.1080/00461520.2018.1469411

Bernardo, A. B. I. (2019). Literacy development in Philippine education: Challenges and strategies. Philippine Journal of Education, 97(2), 14–25.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://www.routledge.com/Research-Methods-in-Education/Cohen-Manion-Morrison/p/book/9781138209886

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications. Retrieved from https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf

Daniels, H. (2001). Vygotsky and pedagogy. Routledge. Retrieved from https://doi.org/10.4324/9780203469576

Daniels, H. (2018). Vygotsky and pedagogy: A social constructivist approach to teaching. Routledge.

Denscombe, M. (2014). The good research guide: For small-scale social research projects (5th ed.). McGraw-Hill Education. Retrieved from https://www.researchgate.net/publication/338804805_The_Good_Research_Guide_For_small-scale_social_research_projects_Fifth_Edition

Department of Education (DepEd). (2019). Philippines' performance in PISA 2018. Department of Education, Philippines. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-National-Report.pdf

Duke, N. K., & Cartwright, K. B. (2021). The science of reading comprehension instruction. Reading Research Quarterly, 56(S1), S99–S115. https://doi.org/10.1002/rrq.411

Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed.). SAGE Publications. Retrieved from http://repo.darmajaya.ac.id/5678/1/Discovering%20Statistics%20Using%20IBM%20SPSS%20Statistics%20(%20PDFDrive%20).pdf

Fisher, D., & Frey, N. (2020). Engaging readers: Strategies for comprehension and fluency. Guilford Press. Retrieved from https://www.ascd.org/el/articles/the-skill-will-and-thrill-of-reading-comprehension

Guthrie, J. T., & Klauda, S. L. (2020). Engagement and motivation in reading: Research and implications. Educational Psychology Review, 32(3), 545–564. https://doi.org/10.1007/s10648-019-09505-3

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403–422). Lawrence Erlbaum Associates. Retrieved from https://psycnet.apa.org/record/2000-07600-009

Hammond, J., & Gibbons, P. (2020). Scaffolding literacy in an educational setting: The role of the ZPD. Journal of Literacy Research, 52(4), 389–407. https://doi.org/10.1177/1086296X20953803

Hwang, G. J., & Lai, C. L. (2021). Trends and research issues of mobile-assisted language learning. Educational Technology & Society, 24(2), 91–103.

Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765–778. https://doi.org/10.1037/a0015956

Kim, Y. S. G., Petscher, Y., Schatschneider, C., & Foorman, B. R. (2021). The importance of motivation and engagement in reading development. Journal of Educational Psychology, 113(6), 1085–1101. https://doi.org/10.1037/edu0000631

Kvale, S. (2007). Doing interviews. SAGE Publications. Retrieved from https://methods.sagepub.com/book/mono/doing-interviews/toc

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons. Retrieved from https://download.e-bookshelf.de/download/0003/7195/84/L-G-0003719584-0007575839.pdf

Murphy, P. K., Rowe, M. L., & Harris, K. R. (2021). The role of discussion-based instruction in fostering comprehension. Journal of Literacy Research, 53(1), 28–50. https://doi.org/10.1177/1086296X20973834

Organisation for Economic Co-operation and Development (OECD). (2019). PISA 2018 results: Combined executive summaries. https://www.oecd.org/pisa/Combined_Executive_Summaries_PISA_2018.pdf

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175. https://doi.org/10.1207/s1532690xci0102_1

Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS (7th ed.). Routledge. Retrieved from https://www.taylorfrancis.com/books/mono/10.4324/9781003117452/spss-survival-manual-julie-pallant

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). SAGE Publications. Retrieved from https://aulasvirtuales.wordpress.com/wp-content/uploads/2014/02/qualitative-research-evaluation-methods-by-michael-patton.pdf

Shanahan, T. (2020). How reading comprehension develops. Reading Research Quarterly, 55(S1), S219–S230. https://doi.org/10.1002/rrq.340




DOI: http://dx.doi.org/10.46827/ejlll.v9i2.616

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Niño B. Dela Salde, Quennie E. Monte, Lemuel J. Segara, Edroslyn J. Fernandez

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2017-2026. European Journal of Literature, Language and Linguistics Studies (ISSN 2559 - 7914 / ISSN-L 2559 - 7914). All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.