World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), p.490
Jovelyn A. Hermosa
Osmeña Colleges Graduate School
Masbate, Philippines
Abstract
This qualitative study explores the lived experiences of Junior High School learners in reading English texts at Maravilla National High School. It aims to understand the challenges and perception of the students as they immerse themselves with English reading materials. Using a phenomenological research design, data were collected through in-depth interviews and focus-group discussions with selected participants. The findings reveal that learners commonly experience difficulties related to word recognition, limited vocabulary, lack of reading comprehension skills, and low reading motivation especially with English-related reading materials. Additionally, factors such as: constrained exposure to English outside the classroom and anxiety when encountering lengthy English reading texts further influence their reading struggles. Despite of these, learners employ various coping strategies, including contextual guessing, and repeated word recognition exercises to enhance their reading abilities. The study also highlights the importance of teacher support, with engaging reading materials and differentiated reading strategies to help the learners develop the love of reading and boost their morale so they become more inspired to read. The result of this study provides beneficial insights for educators and curriculum developers in designing more effective reading interventions or reading programs with best suited reading materials tailored to the needs of Junior High School learners.
Keywords: reading struggles, English texts, junior high school learners, qualitative study, reading challenges, comprehension strategies
https://doi.org/10.65494/pinagpalapublishing.248
