2026· International journal of research and innovation in social science· Vol 10, pp. 5288-5303· 0 citations
Abstract
This study investigated how the Lexical Approach improves the reading-writing competence of foreign language learners. Specifically, using a quantitative, one-group pre-test post-test pre-experimental research design, the study involved 37 students from the Special Program in Foreign Language (SPFL)-Korean at Boot National High School during the school year 2025-2026.
The findings indicated that the Lexical Approach has a significant impact on improving reading and writing competence among the respondents. In terms of reading, there were improvements in Word Recognition (where 97.2% needed improvement, while 65% were Highly Competent in the post-test) and Vocabulary Knowledge (89% reached the Highly Competent level after the implementation of the Lexical Approach). In writing competence, Accuracy and Fluency demonstrated improvements, with 91.9% and 81% of students reaching the Highly Competent level, respectively. However, the study found no significant difference in Language Comprehension and Coherence, suggesting that these higher-order competences might require more instructional periods.
Based on the results, the study concludes that the Lexical Approach is an effective instructional methodology for improving learners' reading and writing competence.
This study investigated the implementation of translanguaging as an instructional strategy and its impact on the reading engagement and comprehension of Senior High School students in selected public secondary schools in Cebu and Bohol. Employing a descriptive-quantitative multi-site research design, the study involved 246 respondents, composed of 6 English language teachers and 240 student learners from Antonio R. Lapiz National High School in Naga, Cebu; Corella National High School in Bohol; and San Fernando Open/Night High School in Cebu. Data were collected through structured survey questionnaires, standardized reading competency tests aligned with the Department of Education’s Most Essential Learning Competencies (MELCs), and academic grading records. Findings revealed that teachers frequently utilized oral translanguaging practices, including direct word translation and spontaneous rephrasing (3.11), while formal bilingual instructional materials and adaptive assessments were seldom used (1.67) due to institutional preferences for monolingual instruction. Results further showed that students performed at a Proficient level in literal text retrieval under MELC 3.1 (2.64). However, performance declined in higher-order literacy skills, with learners rated Nearly Proficient in vocabulary context-clue decoding under MELC 3.3 (2.32) and inferential reasoning under MELC 3.2 (2.18). Academic records indicated that 70.84% of students remained within the lower passing grade ranges of 75–79 and 80–84. The study also identified significant institutional and affective barriers (3.45), including learner anxiety associated with English-only policies and the lack of bilingual learning resources. The findings suggest that translanguaging, when systematically integrated into instruction, can support reading engagement, comprehension, and overall academic performance among Senior High School learners, thereby informing evidence-based instructional improvements across diverse multilingual Philippine secondary school contexts.
Jeshel Cabalquinto, Francisco Tahil, Mikee Yorong et al.· The International Review of...· 0 citations
Learning English as a foreign language represents a major challenge for high school students in Ecuador, particularly in the development of reading comprehension. This study analyzed the relationship between the application of the Content and Language Integrated Learning (CLIL) approach, mediated by Informatics-related material, and the development of English reading skills. A quantitative, quasi-experimental, comparative–correlational design was used, complemented by a qualitative component. The participants were 121 technical high school students majoring in Informatics: an experimental group (n = 60) that worked with the CLIL methodology through technical vocabulary, specialized readings, the Informatics Dictionary project, and interactive activities, and a control group (n = 61) that followed traditional language instruction. A ten-point reading proficiency test assessed five sub-skills (skimming, scanning, vocabulary in context, making inferences, and structure and purpose), together with a Likert-scale perception questionnaire and an open-ended question. The experimental group obtained a higher mean score (M = 8.17; SD = 2.10) than the control group (M = 7.61; SD = 2.30), with a statistically significant difference in the skimming sub-skill (p = .033) and a small overall effect size (d = 0.25). More than 72% of the respondents valued the methodology positively across all dimensions, and the qualitative analysis highlighted technical vocabulary acquisition, motivation, and the connection with students' future professional life. It is concluded that CLIL with Informatics-related material is a relevant pedagogical alternative to strengthen English reading skills in Ecuadorian technical high school education.
Maria Eugenia Orellana Cobos, Erika Vanessa Mejía Landi, Evelyn Vanessa Peralta Villalta· Revista Multidisciplinar Epi...· 0 citations
Reading is one of the essential language skills that enables students to acquire information and develop English proficiency. However, many junior high school students still experience difficulties in comprehending English texts because of limited vocabulary, low motivation, and teacher-centered instructional practices. This study aimed to investigate the effect of Content and Language Integrated Learning (CLIL) on students' reading skills at SMPN 3 Masbagik. The study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The population consisted of 78 seventh-grade students, while 52 students were selected as the sample through purposive sampling, comprising 26 students in the experimental class and 26 students in the control class. Data were collected through reading comprehension tests administered as pre-tests and post-tests and were analyzed using descriptive statistics and an Independent Samples t-test with SPSS version 25. The findings revealed that students taught through CLIL demonstrated significantly better reading achievement than those taught through conventional instruction. The mean score increased from 41.54 in the pre-test to 68.19 in the post-test, and the Independent Samples t-test showed a significance value of 0.000 (p < 0.05), indicating that CLIL had a significant positive effect on students' reading skills. The findings suggest that integrating meaningful content with language instruction promotes active learning, enhances reading comprehension, and creates more contextualized learning experiences for junior high school students
Ipan Rinaldi, Fathurrahman Imran, Muhammad Muhlisin· Pendidikan Bahasa dan Sastra· 0 citations
This paper examines the structural use of integrated cognitive reading strategies to address the language-literacy gap faced by Key Stage 1 learners in English-medium private schools in Sri Lanka, using an action research model. Young multilingual learners often master automated phonetic decoding, whereas a lack of understanding of meaning is enormous under traditional rote learning. Building on an intervention in a primary classroom with 30 pupils that took place over six weeks. Data collection instruments were teacher questionnaires, pre- and post-test student literacy assessments, and student decoding scores, oral fluency percentage, and text comprehension. The descriptive statistics showed a significant positive transformation. The average reading fluency for the cohort was from 37.33 WPM to 52.20 WPM, and the average reading comprehension score improved from 3.73 to 7.47 (out of 10). The author concludes that applying strategies early in the learning process is effective in moving beyond mere word calling to independent meaning construction.
W. Fernando, S. Dhanayaka· Journal of Educational Psych...· 0 citations
This study examined the effects of two instructional approaches on junior high school students’ acquisition of English tense structures, including the simple present, simple past, and present progressive. Specifically, it compared the effectiveness of form-focused instruction (FFI) with the integration of form-focused instruction and communicative language teaching (FFI+CLT). Participants were 68 seventh-grade students from a private junior high school in northern Taiwan. A six-week quasi-experimental design was employed. Students’ grammatical competence was assessed using a grammaticality completion test and a sentence tense transformation test, and the data were analyzed with SPSS 31.0. The results indicated that students receiving FFI+CLT significantly outperformed those receiving FFI alone on both assessments, demonstrating greater gains in grammatical knowledge and controlled written production of English tense structures. These findings suggest that integrating attention to linguistic form with meaningful communication enhances learners’ grammatical development more effectively than form-focused instruction alone. The study supports the pedagogical value of combining FFI and CLT in English grammar instruction and provides implications for English language teaching and future research.
Tzu-Hsien Cheng· Journal of Language, Culture...· 0 citations
Reading habit is widely recognized as an important factor that contributes to students’ language development, particularly in improving writing skills among English as a Foreign Language (EFL) learners. This study aims to investigate the influence of reading habits on students’ writing skills through a review of previous studies. The study employed a library research design by analyzing findings from 25 relevant studies related to reading habits and writing skills in EFL contexts. The data were collected from academic journals, research articles, and scholarly publications and were analyzed qualitatively through identification, comparison, interpretation, and synthesis of the findings. The results reveal that reading habit has a positive influence on students’ writing skills. Students who engage in regular reading activities tend to demonstrate better writing ability, richer vocabulary knowledge, stronger idea development, improved understanding of grammatical structures, and better organization of written texts. The findings also indicate that reading provides learners with valuable language input and knowledge that support the writing process. Furthermore, students with strong reading habits generally show greater confidence and competence in expressing their ideas through writing. Although the reviewed studies focus on different aspects of writing development, they consistently emphasize the significant role of reading in enhancing writing performance among EFL learners. Therefore, it can be concluded that fostering regular reading habits is an effective strategy for improving students’ writing skills and supporting their overall English language proficiency. The findings of this study may serve as a reference for teachers, students, and researchers in promoting reading as a means of developing writing competence.
Edwina Letare, S. Siahaan· TOFEDU: The Future of Educat...· 0 citations
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