IMPLICATIONS FOR TEACHERS AND STUDENTS OF APPRAISING COMPREHENSION QUESTIONS IN LITERATURE TEACHING

Abstract

This study looks at how Filipino ESL students behave when discussing Philippine literature in English. The study assesses how well instruction complies with the needs of ESL students and validates their knowledge and skills through their in-class behavior. The literary questions and specifications checklist was examined using functional behavioral analysis (FBA). This emphasized how crucial it is to outline the course material and instructional goals to ensure students' knowledge, behavior, and skills are properly measured. The study's findings demonstrated how well students understood complex concepts and how well they could respond to lengthy reinforcements that were in line with course requirements for Philippine literature. The study evaluated the efficacy of comprehension inquiries, writing strategies, and prompts as indicators of students' knowledge and abilities. Further investigation into teachers' and students' satisfaction with classroom progress was conducted in the research. Overall, this study offers important insights into how Filipino ESL students interact with Englishlanguage works by Filipino authors and how their knowledge and skills can be properly assessed and validated.