WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue IX (September 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue IX (September 2025), pp.37-43
Authors
Mica C. Abrogar, Ella C. Maico, Lorie Mae F. Dahonog,
Annabelle A. Dela Rama, Apple Mae L. Hermosilla
Language and Literature Unit
Abuyog Community College
ABSTRACT
This study examined the influence of literary interests on the reading comprehension of English major students in Leyte using a phenomenological research design. Semi-structured interviews were conducted and analyzed through Colaizzi’s (1978) Descriptive Phenomenological Method to capture students’ lived experiences. Anchored in Rosenblatt’s (1987) Reader-Response Theory and Anderson’s (1984) Schema Theory, the study explored how genre preferences, reading habits, and strategies shape engagement and comprehension.
Findings revealed that interest-aligned genres enhanced motivation, persistence, and meaning-making, allowing students to connect more deeply with texts while disinterest often hindered comprehension. Results underscore the importance of integrating students’ preferences into instruction to strengthen literacy development. This study addresses a gap in research on genre preference among pre-service English teachers in the Philippines and offers implications for teacher education programs in fostering interest-driven approaches to improve reading outcomes.
Keywords: Literary interests, reading comprehension, genre preference, teacher education
INTRODUCTION
The Philippines continues to grapple with a nationwide literacy crisis, as evidenced by its low performance in international assessments such as the 2022 Program for International Student Assessment (PISA), where Filipino students ranked among the bottom ten in reading comprehension. Despite reforms, persistent gaps remain in equipping learners with higher-order skills such as inference, analysis, and evaluation. If this problem remains unresolved, students may continue to struggle with academic success, career readiness, and effective communication.
More importantly, future teachers will lack the capacity to model and foster critical literacy, ultimately perpetuating weak reading outcomes across generations. Strengthening literacy is therefore urgent not only for individual growth but for national development. Literary interests offer one possible pathway toward addressing this crisis. When students are motivated by genres that resonate with them, they are more likely to persist in reading, engage deeply with texts, and develop strategies that enhance comprehension. Research has shown that interest significantly improves meaning-making and long-term recall (Schiefele), while exposure to self-selected texts broadens vocabulary and supports reading fluency (Mol & Bus, 2011). Thus, aligning reading tasks with literary preferences may bridge the gap between motivation and comprehension, particularly for English as a Second Language (ESL) learners who face additional barriers such as limited vocabulary and syntactic difficulties.
This challenge is especially critical for Bachelor of Secondary Education (BSED) English students, who are not only learners, but also future educators tasked with shaping literacy outcomes in the country. However, previous studies have revealed that many pre-service teachers lack essential critical literacy skills such as synthesizing information and evaluating arguments (Bettinger & Long). This lack of competence weakens their ability to teach reading effectively, potentially reinforcing the cycle of poor literacy outcomes in schools. Prior research has examined reading motivation among younger learners (O’Flynn, 2016) and comprehension strategies across cultural contexts (Nguyen, 2022), but limited attention has been given to the relationship between literary interests and comprehension among pre-service teachers in the Philippines. Although local scholars (Ubaldo & Dy, 2021; Abiog, 2022) have examined reading habits and preferences, these studies do not explain how genre interests translate into academic comprehension strategies within teacher education programs.
The researcher, driven by the need to improve literacy in the Philippines, investigates how literary interests affect reading comprehension to help pre-service teachers build better literacy strategies. Such a gap risks undermining both individual success and the broader educational system
This approach aims to prevent ongoing academic challenges and enhance both teacher quality and the educational system by making instruction more engaging and effective.
STATEMENT OF THE PROBLEM
This study aims to explore the lived experiences of BSED English students regarding the influence of their literary interests on their reading comprehension.
Specifically, it seeks to answer the following questions:
1. What is the genre of literature that interest students to read?
2. How literature influence the students' reading comprehension?
3. How do participants prefer to read literary pieces and how this influence their reading comprehension?
4. How do participants describe the literary features which help them make sense of what they read?
5. What intervention programs or strategies can be proposed to enhance reading comprehension among students based on their literary interests?
METHODOLOGY
Research Design. This study utilized a descriptive phenomenological research design, which is well-suited for examining individuals’ lived experiences and the meanings they attach to them. As Creswell (2007) notes, phenomenology seeks to capture the essence of these experiences, making it ideal for exploring the intricate relationship between literary interests and comprehension strategies. Through this approach, the researchers aimed to depict how English major students perceive the influence of their literary interests on their reading comprehension
Research Instrument. To collect data, a semi-structured interview guide was used to allow participants express themselves openly while enabling the researchers to probe deeper into their answers. (Kvale, 2007) The guide consisted of two parts: the first explored participants preferred literary genres and how these influenced their motivation and reading habits; the second focused on how these preferences affected their comprehension strategies, such as annotation, visualization, or re-reading.
Validation of the Research Instrument
Validation of the research instrument underwent the following steps:
EXPERT REVIEW: The interview protocol was reviewed and approved by the research adviser to ensure alignment with the study objectives. The evaluation confirmed that the questions were relevant, clear, and capable of eliciting information pertinent to the aims of the study.
SATURATION: Data collection continued until no new themes emerged, ensuring completeness, and avoiding redundancy. This guaranteed that the gathered information was sufficient to represent the essence of the phenomenon under study.
TRIANGULATION: Aside from interviews, document analysis (e.g., annotated texts or reading logs, with participants’ consent) was used to confirm and enrich the data. This cross-checking enhanced the validity of the findings.
Locale of the Study. The study was conducted at Abuyog Community College, Abuyog, Leyte, Philippines. This institution was chosen because it offers the BSEd English program, making it a relevant site for exploring how major in English students’ literary interests influence their reading comprehension. Its accessibility to the researchers and the diversity of student experiences provided an appropriate context for data collection.
Participant Selection and Sampling. This phenomenological study employs purposive sampling, specifically maximum variation (heterogeneous) sampling, a strategy that seeks to capture a wide range of perspectives by selecting participants who differ across key characteristics relevant to the research focus. Specifically, participants must: (i) be currently enrolled in the BSED English program, (ii) represent diverse levels of engagement with literature, whether through extensive personal reading habits, moderate exposure, or primarily coursework-based interaction, and (iii) be willing to participate in an in-depth interview, with no known reading disabilities that could affect comprehension beyond the scope of literary interest.
Moreover, this paper ensures the inclusion of participants from varied backgrounds and experiences to reflect the breadth of literary interests among English major students. This diversity facilitates a richer and more nuanced exploration of how different forms of literary engagement influence reading comprehension
Data Analysis. The textual data gathered from the participants’ interviews were analyzed using the thematic analysis approach. This involved defining codes and developing analytical categories necessary for interpreting the participants’ responses to identify patterns and recurring meanings in their experiences. This process enabled the researcher to refine the features of how literary interests influence reading comprehension and the cultural and contextual factors that underpin such experiences.
To analyze the collected data from the interview transcripts, Braun and Clarke’s six-phase framework for conducting thematic analysis was applied. (Braun and Clark, 2006) The interviews were carefully conducted, and all significant details were transcribed accurately to ensure reliability. A line-by-line coding of the transcripts was then carried out to segment important portions of the data. These codes were organized into broader categories, which later served as the foundation for defining the emerging themes. Subsequently, the identified themes were reviewed, refined, and analyzed in relation to the research questions and the theoretical framework of the study. This process ensured that the interpretations were not only systematic but also aligned with the objectives of the research.
Data Collection Process. The data were gathered through one-on-one, semi-structured interviews with the ten students’ participants. Before the interview, informed consent was obtained, and participants were assured of confidentiality and their right to withdraw at any time. Interviews were audio-recorded (with permission) and transcribed verbatim for analysis. To enhance the trustworthiness of the data, document analysis of reading logs and annotated texts (where available) was also conducted to support or triangulate the interview results.
Ethical Considerations. The study observed ethical standards in accordance with the Data Privacy Act of 2012 (RA 10173). Informed consent was secured from all participants after explaining the objectives, procedures, and voluntary nature of the study. Participants were assured that they could withdraw at any stage without penalty. To maintain confidentiality, pseudonyms were used in reporting the data, and all records were securely stored and accessible only to the researchers.
RESULTS AND DISCUSSION
From the coded and analyzed data, the following themes emerge:
Alignment of Genre with Reader Identity. Across participants, literary interest was consistently tied to personal history, values, and aspirations. Participant 1 noted, “I like to read about history because I'm fan of, I mean my mom taught me how to read daily about the Bible before she passed away, and then that happened nadala nako siya until now and then we know that Bible is a history and then futuristic happens tsaka it contains prophecy….. For example, kanang yeah aside sa Bible but for me Bible is the best kuan kanang historical book nga akong nabasa so far.”
(“I like to read about history because I'm fan of, I mean my mom taught me how to read daily about the Bible before she passed away, and then that happened I carried it until now and then we know that Bible is a history and then futuristic happens and it contains prophecy….. For example, like yeah aside from Bible but for me Bible is the best historical book I've read so far.”)
This indicates that early exposure to meaningful texts, particularly those with moral and historical significance, nurtures sustained engagement with certain genres. Similarly, participants who favored science fiction or fantasy genres express that these aligned with their curiosity, desire for discovery, or need for imaginative escape. This supports Rosenblatt’s (1987) Reader-Response Theory, which posits that readers’ meaning making is shaped by their lived experiences and personal contexts.
The Schema Theory (Anderson, 1984) further explains this phenomenon, as genre alignment activates prior knowledge structures, enabling readers to connect new information to existing mental frameworks.
Interest as a Catalyst for Cognitive Engagement. Interest emerged as a primary driver of deep reading comprehension. Participants emphasized that when a text aligns with their preferences, they are more likely to persist in reading, engage with complex vocabulary, and think critically. Participant 1 shared, “It’s exciting. to know new words. It widens your vocabulary and opens your perception to the world."
In contrast, when interest was lacking, participants described reading as mechanical, often disengaging from the material entirely. This finding resonates with Ubaldo and Dy (2021) conclusion that intrinsic motivation is closely linked to self-perceived comprehension abilities.
Reading Conditions and Practices Shape Comprehension. Participants identified both modality and environment as critical factors influencing comprehension. Preferences for silent reading were often linked to enhanced visualization, as expressed by Participant 2, “I prefer silent reading. Mas na-aano tak imagination, mas nagkaada ak sit time na ma imagine tanan naak nababasa, naano ko siya sa real life.” (“I prefer silent reading. My imagination is more active, I have more time to imagine everything I read, how it would be in real life.”)
Others favored reading aloud in quiet spaces to reinforce focus and retention, Participant 4 remarks a statement, “Yeah reading aloud in a silent roof, its better in a place kasi place gehapon is a factor when it comes to reading.” ( “Yeah reading aloud in a silent roof, its better in a place because place is also a factor when it comes to reading.”)
These preferences align with Nguyen’s (2022) observation that the choice of reading approach is often informed by the interplay of personal interest and cognitive processing style. The findings also support Nurjanah and Putri’s (2022) assertion that self-selected reading strategies, such as re-reading and note-taking, emerge organically when readers are engaged, ultimately enhancing comprehension.
Role of Literary Features in Meaning-Making. The analysis also revealed that certain literary features- particularly character development and imagery- play pivotal roles in facilitating comprehension. As Participant 1 expressed. “Characters… have that role nga maka touch sa imo emotions…. makes me relate to them.” (“Characters… have that role that touches your emotions …. makes me relate to them.”) On the other hand, Participant 5 emphasized the importance of imagery: “Uhm, dako ug impact jud ang imagery, the way the authors played with words nga.. grabe, ang ahong imagination nga ma on gayud sya..” (“Uhm, the imagery really has a big impact, the way the authors played with words. it's amazing, my imagination really got into it ..”)
These findings therefore echo Abiog’s (2022) conclusion that engagement with literary elements not only deepens emotional investment but also enhances the ability to recall and interpret the narrative.
Pedagogical Alignment with Learner Preferences. The study highlighted those instructional practices which integrate student interests can significantly enhance motivation and comprehension. Participant 4 suggested, “Siguro, [I] suggest that teacher give the students their preferred genre of a text and make them read it because self-interest is a huge motivation or huge factor when it comes to that time that a person might give in reading.” (“Maybe, [I] suggest that teacher give the students their preferred genre of a text and make them read it because self-interest is a huge motivation or huge factor when it comes to that time that a person might give in reading.”)
Others Like Participant 5 recommended varied activities catering multiple intelligences, noting that this inclusivity allows “tanan maka learn" ("Everyone can learn.")
This reflects the implications drawn by O’Flynn (2016), who noted that genre familiarity and engagement are essential for comprehension and suggests that interest-based selection of materials may be an effective pedagogical strategy in higher education contexts. In line with Constructivist Theory, allowing students to begin with preferred genres before gradually introducing diverse texts may scaffold their comprehension and expand their literary competence.
In summary, the findings affirm that literary interest is central to comprehension, not peripheral. When texts resonate with students’ identities and preferences, comprehension becomes deeper, more persistent, and strategy driven.
CONCLUSION
The conclusions drawn from this study highlight strong and meaningful interaction between students’ literary interests and their reading comprehension.
1. The findings revealed, personal preferences in reading, whether rooted in history, religion, fiction, or fantasy, directly shaped the way students engaged with texts, the strategies the used, and the level of comprehension they achieved.
2. Literary interest acts as a motivating force that sustains engagement and reduces the barriers that often hinder comprehension. When students read texts aligned with their preferred genres, they were less hesitant, more persistent, and more willing to explore complex vocabulary, which in turn enhanced their comprehension.
3. Personal reading preferences contributed to the creation of an active and engaging reading environment. Participants emphasized that interest-driven reading fostered visualization, emotional connection, and deeper meaning-making, resulting in a more productive and enjoyable reading experience.
4. The findings demonstrated that students felt more confident and articulate when literary texts resonated with their identities and values. Like how English carries social prestige in certain contexts, preferred genres provided students with a sense of belonging and intellectual affirmation. This alignment between text and reader reinforced their self-esteem as learners, boosting both their willingness and capacity to comprehend.
5. This study underscored the importance of instructional alignment and social support in enhancing comprehension. When teachers validated and incorporated students’ interests in reading tasks, participants reported greater persistence and improved performance.
RECOMMENDATION
Future research could explore the long-term effects of literary interests on academic performance and language skills in diverse groups. Combining quantitative and qualitative methods would deepen understanding of this relationship. Educational interventions should create interest-based, motivating environments to enhance reading comprehension, promoting both academic success and a lasting passion for reading.
REFERENCES
Abiog, J. (2022). Literary preferences and reading engagement among pre- service teachers. Philippine Journal of Language Teaching and Research, 18(2), 45–59.
Bettinger, E. P., & Long, B. T. (2009). Addressing literary gaps among teacher candidates: The role of higher education. Journal of Teacher Education, 60(3), 271–283.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications.
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890 PubMed
Nguyen, T. M. (2022). Genre preference and reading strategies among Vietnamese university students. Asian Journal of Language and Literacy Studies, 8(1), 112–126.
Nurjanah, N., & Putri, R. (2022). Student engagement and literary strategies in Indonesian classrooms. International Journal of Education and Literacy Studies, 10(4), 98–106.
O’Flynn, J. (2016). Literary interest and comprehension in early learners. Early Childhood Literacy Review, 13(1), 21–35.
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Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press.
Schiefele, U., Naceur, A., & Krapp, A. (2005). The role of topic interest in text representation and long-term retention: Inter- and intraindividual analyses. European Journal of Psychology of Education, 20(3), 155–170. https://doi.org/10.1007/BF03173505 SpringerLink
Ubaldo, M. R., & Dy, A. M. (2021). Reading interest and self-perceived comprehension among Filipino college students. Philippine Journal of Language and Education Research, 5(2), 77–89.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
DOI 10.5281/zenodo.17096315
