Students’ English Language Exposure in Relation to Their Interpretative and Application Reading Comprehension Skills

Juneila A. Bongcawil, Amal B. Taratingan, Analyn S. Clarin, Stephanie Jane S. Garduce, Lovelie Balambao and Juby H. Vallejo
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Juneila A. Bongcawil: College of Education, Misamis University
Amal B. Taratingan: College of Education, Misamis University
Analyn S. Clarin: Basic Education Department, Misamis University
Stephanie Jane S. Garduce: Basic Education Department, Misamis University
Lovelie Balambao: Basic Education Department, Misamis University
Juby H. Vallejo: College of Arts and Sciences, Misamis University

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 5, 474-490

Abstract: In today’s interconnected world, the English language has become a vital skill for academic achievements and individual advancement. Understanding the language extends beyond mere vocabulary and grammar, encompassing the crucial ability to comprehend effectively and interpret written texts. This research study explored the relationship between the students’ English language exposure and their reading comprehension skills in one of the Higher Institutions in Ozamiz City for the second semester of the school year 2022-2023. The study utilized the descriptive correlational design. A total population of 154 students selected through random sampling were the participants in the study. A modified questionnaire from Magno (2009) was used to gather the data for the respondents’ English language exposure, and a researcher-made questionnaire was used to test their reading comprehension. The results were analyzed and interpreted using Mean and Standard Deviation and Pearson Product–Moment Correlation Coefficient. The results revealed that the students fully grasp explicit information within the literary texts. However, there is a need for improvement in higher order thinking and critical analysis skills. The findings also revealed no significant relation between students’ exposure to the English language and their reading comprehension skills, suggesting that exposure to English is not a key determinant of students’ reading comprehension skills.

Date: 2024
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