📄 Abstract
This study explored the experiences of junior high school English teachers in promoting active reading strategies among their learners in the South Cotabato Division. The research aimed to understand the challenges these teachers face and the strategies they use to foster reading comprehension. Ten (10) junior high school English teachers participated in the study. A phenomenological approach was employed to delve into the lived experiences of these participants. Data was collected through in-depth interviews and analyzed to identify common themes. The findings revealed several challenges encountered by the English teachers. These included difficulties in engaging students with reading, addressing the diverse range of reading levels present in classrooms, and effectively fostering student motivation for reading. To cope with these challenges, the teachers utilized various strategies. These strategies encompassed creating engaging learning environments, incorporating technology into reading lessons, and strengthening student engagement in reading programs. The insights drawn from this research highlight the importance of teacher expertise and training, and the necessity of employing diverse teaching strategies to create a supportive and effective reading environment. These findings can inform the development of targeted interventions and professional development for teachers, ultimately benefiting students' reading development and academic success.
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📚 How to Cite:
Angie M. Balino , PROMOTING ACTIVE READING STRATEGIES OF JUNIOR HIGH SCHOOL LEARNERS: NARRATIVES OF ENGLISH TEACHERS , Volume 12 , Issue 6, june 2025, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , DOI: https://doi.org/10.36713/epra22348