Abstract
This quantitative descriptive study investigated the reading motivation and performance of randomly selected 300 English as second language (ESL) learners at three levels of comprehension. The Revised Motivation for Reading Questionnaire (MRQ) and the researchers-made comprehension test were used as instruments to identify the respondents' motivation and performance in literal, inferential, and evaluative levels. Based on the results of the MRQ, more than half of the respondents are extrinsically motivated. Moreover, they are likely to be motivated if they are interested in what they read and when they receive grades and recognition while reading. On the contrary, they are least motivated to read for social purposes. On their reading comprehension, results reveal that respondents performed satisfactorily in the literal level and fairly in inferential and evaluative levels. These findings are the bases of the reading intervention plan that contains (I) objectives, (II) time frame, (III) suggested reading material, (IV) strategy, (V) activity, and (VI) resources. Further, implications for teaching reading are included in the study.
Highlights
The ability to read and the ability to comprehend are two different things
In the Philippines, there are 20.1 million people aged 10 to 64 years old, who cannot even comprehend what they read based on Functional Literacy, Education, and Mass Media Survey
Freshmen were chosen because they are English as second language (ESL) learners and were enrolled in a Literature class giving them regular exposure to reading and comprehension test
Summary
The ability to read and the ability to comprehend are two different things. Comprehension comes with understanding a text. In the Philippines, there are 20.1 million people aged 10 to 64 years old, who cannot even comprehend what they read based on Functional Literacy, Education, and Mass Media Survey. This figure is quite alarming as it suggests inadequacy in the capability of Filipino readers as far as comprehension skill is concerned [1]. The problems lie in the learners’ lack of love for reading. This concern is due to few or no programs that would encourage the students to love reading. Some educators lack the skills in teaching, and it is worsened because administrators do not invest much in training teachers to teach reading [2]
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