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INVESTIGATING STUDENTS’ KNOWLEDGE ON LITERARY GENRE AND

ELEMENTS

A Research Paper
Presented to the Faculty
Bachelor of Secondary Education Major in English
Talisay City College

In Partial Fulfillment of the Requirements

For the Course
Eng ELT 5A

Kathleen Marie H. Ulgasan

Maria Rodlyn Fernandez
Allyssa Mae R. Abangan
Hannah Mae U. Malinao
Gexter Lee S. Labajo
Gia Cabanog

2024

TABLE OF CONTENTS
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Contents

Acknowledgement iv

Chapter 1 1

The Problem and Its Scope 1

Introduction 1

Rationale of the Study 1

Global Perspective 2

Regional Perspective 3

National Perspective 4

Local Perspective 5

Personal Perspective 7

Theoretical Background 9

Social Cognitive Theory 9

Communication Apprehension Theory 13

Metacognition Theory 18

Flow of the Study 21

Review of Related Literature 22

Literary Genres and Elements in Literary Studies 22

Student Motivation and Engagement with Literature 26

Knowledge and Understanding of Literary Genres and Elements 35

i.

Impact of Academic and External Factors on Reading Habits

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Strategies to Enhance Literary Engagement

Research Problem 43

Significance of the Study 44

Research Methodology 45

Research Design 45

Research Locale 46

Research Instrument 46

Research Respondents 46

Data Gathering 47

Treatment of Data 48

Ethical Considerations 49

Definition of Terms 50

ii.

APPROVAL SHEET

This research titled Investigating Students’ Knowledge Towards Literary Genre and Elements,
prepared and submitted by Hannah Mae U. Malinao, Gia Cabañog, Allyssa Mae R. Abangan, Kathleen
Marie H. Ulgasan, Maria Rodlyn Fernandez, Gexter Lee S. Labajo in partial fulfillment for the degree
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BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH, has been examined and is

recommended for acceptance and approved for Oral Defense.

RESEARCH COMMITTEE
HELMER B. MONTEJO, Ed. D.
Chairman

DELETAH DI POLINAR, Ed. D. BERNARD EVANGELICOM JAMON, Ed. D.

Dean, Teacher Education Program Research Facilitator

PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a rating of _______.

HELMER B. MONTEJO, Ed. D.

Chairman

JULIET DELACRUZ, M.Ed-ECE BERNARD EVANGELICOM JAMON, Ed. D.

Panel Member Panel Member

DELETAH DIG POLINAR, Ed. D. BERNARD EVANGELICOM JAMON, Ed. D.

Dean, Teacher Education Program Research Facilitator

Accepted and Approved in Partial Fulfillment of the Requirements of the Degree Bachelor of
Secondary Education Major in English.

Pre-oral Examination: Date:

Final Oral Examination: Date:

HELMER B. MONTEJO, Ed. D.

Research Director

ACKNOWLEDGEMENT

The achievement of this study would not have been possible without the help of several

individuals; we might not have successfully completed this study without their assistance. We
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want to give thanks, appreciation, and recognition to the following people for their inevitable

help and support:

To Jesus Christ, our Lord Almighty God, for giving us such knowledge, wisdom, courage,

strength, faith, support, and determination in discovering things that have not been learned; for

the guidance and aid in passing all the challenges we have come across upon pursuing our

studies; and for making this study probable to happen.

To Dr. Bernard Evangelicom Jamon, our instructor, for being a kind, responsible, great, and

understanding advisor in spite of his busy schedule; his helpful propositions, insightful

comments, invaluable suggestions, and boundless encouragement were key to finishing this

project. We are eternally indebted to his superhuman efforts;

To our parents, whose warm and undying love and support, encouragement, and

understanding sustained us through every up and down. We are especially grateful for their

generous financial assistance, which made this challenging undertaking possible. Their sacrifices

are deeply appreciated.

With the help of the above-mentioned people, this study would not have been possible; and

for these, we are and will always be grateful and thankful for the good deeds they have shown.

The Researchers

iv.

CHAPTER 1

THE PROBLEM AND ITS SCOPE

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Rationale of the Study

The study of literary genres and elements is essential in the education of English majors,

equipping students with tools to critically engage with a range of literary texts. However, despite

being part of the academic curriculum, many students show limited interest in reading literature

beyond their academic requirements (Largo et al., 2024). This disengagement is concerning, as

literature fosters critical thinking, creativity, and emotional intelligence. Understanding literary

elements such as plot, character, symbolism, and theme is crucial for comprehensive text

interpretation, yet many students struggle to connect these elements beyond academic

assignments.

Research on genre-based pedagogy indicates that incorporating genre knowledge into

teaching practices can significantly improve students' reading comprehension and writing

abilities. Alharbi (2021) highlights how genre-based pedagogy enhances students' analytical

skills, enabling them to better navigate and understand texts. Beaufort (2020) and Brisk (2022)

emphasize the importance of early exposure to genre knowledge in developing advanced literacy

skills. Additionally, Mallillin and Pavera (2024) and Ramos (2022) stress the importance of

understanding contemporary literary genres to cultivate critical reading and writing skills

necessary in the 21st century.

Global Perspective
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Hiver et al. (2021) reveal a significant gap in literary knowledge among students in Arabic

language departments, even by their fourth year of study. This lack of awareness hinders their

performance in modern literature courses, primarily due to limited exposure to essential literary

genres and elements required for accurate text interpretation.

This global trend is reflected in other regions, including Southeast Asia, where students

often struggle with literary genres. Although the context differs, the need for a deeper

understanding of literary genres and elements is a universal challenge. This study builds on

global insights by focusing on Filipino students and investigating how a better understanding of

literary elements can enhance their academic success and engagement with literature. Integrating

genre knowledge into the curriculum can also help students more effectively navigate diverse

texts, a practice supported by Hestiana and Zur (2022), who highlight its role in fostering critical

thinking, empathy, and cultural awareness.

Calafato (2023) explores the reading preferences and creativity of language instructors from

Central Asia (Kazakhstan, Kyrgyzstan, Uzbekistan), examining how their views and teaching

methods influence literary competence. The research reveals that instructors' reading habits and

creativity are strong predictors of literary ability, emphasizing the importance of aligning

language teaching with literary instruction.

Griffin and Travell (2024) explore the use of children's literature in English language

learning classrooms in Sweden and the United States, emphasizing the impact of relevant

material selection on student engagement and language development. Teachers are dedicated to

fostering students' language proficiency, global awareness, and critical thinking by using diverse

genres of children's literature, despite challenges like limited access to appropriate materials. The

study underscores the necessity of comprehensive teacher training to fully leverage the benefits

of children's books in language instruction.

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Muhsyanur et.al (2024) investigate the role of eco-pedagogical literature in promoting

environmental literacy. The authors argue that literary narratives foster empathy, critical thinking,

and creative expression, encouraging students to critically engage with environmental issues and

become responsible global citizens.

Regional Perspective

Southeast Asian countries like Indonesia, Thailand, and the Philippines face challenges in

engaging students with various literary genres due to traditional teaching methods that often fail

to spark student interest. Evolving educational needs in the region require innovative teaching

strategies that cultivate a deeper understanding and appreciation of literary genres (Li et al.,

2022).

In the Philippines, educators emphasize the importance of selecting cluturally relevant

literature that reflects the diverse backgrounds and experiences of students (Nur et al., 2023).

This study acknowledges that Filipino students, similar to their Southeast Asian

counterparts, benefit from teaching approaches that integrate both local and global literary

works, enhancing their understanding of literary genres and elements. Furthermore,

incorporating literary genres into foreign language programs enriches language development,

providing real-world examples that contextualize learning—an approach especially effective in

Southeast Asia’s multilingual and multicultural classrooms (Alerta, 2021).

National Perspective

The declining interest in literature among students in the Philippines presents a significant

educational challenge with far-reaching implications. Many university-level English as a Foreign

Language (EFL) courses treat literature primarily as an art form, overlooking its potential to

enhance language development (Fogal, 2020). This approach fails to recognize the vital

connection between literary reading and reading comprehension.

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Research by Saleh and Darwis (2024) highlights the strong link between comprehension

skills and students' attitudes toward literature. National reports indicate that over 60% of twelfth-

grade students score below proficient levels in literacy, underscoring a significant gap in literary

analysis skills and suggesting that the educational system is not adequately preparing students for

deep engagement with literature.

Improving literary instruction in the Philippines requires addressing both classroom

challenges and curriculum diversity. Educators advocate for integrating multicultural works to

broaden students' perspectives and strengthen their cultural identity (De Jesus-Reyes, 2024).

However, the current curriculum’s emphasis on Western texts limits exposure to diverse and

contemporary literary works. Furthermore, teachers face challenges in instructing students on

genre analysis and other essential literary components (Sarce, 2022).

In response, some educators advocate for incorporating elements of popular culture and

local folklore into the curriculum to make literary training more relevant and engaging for

Filipino students (Santos & Nanquil, 2023). These approaches can enhance critical thinking,

promote a deeper connection with both local and global literary traditions, and bridge the gap

between students' personal experiences and the broader literary world.

Despite efforts to improve literacy, many students in Philippine schools continue to struggle

with reading and writing, limiting their engagement with literature. Research identifies

significant issues in reading comprehension and writing, particularly due to the lack of local

content in the curriculum (Urbano, Gumangan, & Gustilo, 2021). Bugtong (2023) proposes

personalized reading enhancement programs tailored to students’ needs to improve literacy,

critical thinking, and comprehension skills.

The integration of indigenous and local knowledge into the curriculum is also gaining

traction in the Philippines. Alerta (2021) underscores the importance of comparative literary

education, which blends the country’s literary traditions with Western classics.
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This approach allows students to connect with their cultural heritage while expanding their

understanding of global literary traditions. Furthermore, growing interest in indigenous

knowledge and sustainable development supports this approach, fostering greater awareness of

sustainability and local cultural heritage (Lam et al., 2020).

Local Perspective

In Cebu City, with its rich cultural and literary heritage, understanding students' knowledge

of literary genres and elements is crucial for improving literature education. The Department of

Education's 21st-century literature module aims to enhance students' critical thinking and

analytical skills by focusing on various literary genres and elements (Department of Education,

2020). However, there is a lack of research on how well students in Cebu City understand these

concepts, and this study aims to address this gap. Investigating this area can provide valuable

insights into the effectiveness of current educational strategies and identify potential gaps in

students' literary education.

While local reading programs encourage students to read beyond their academic

requirements, socioeconomic challenges and inadequate infrastructure hinder their engagement

with literature. Studies indicate that current educational approaches often prioritize word

recognition over critical thinking, which is essential for developing a personal connection with

texts (Bermillo & Aperocho, 2022).

Moreover, this study assumes that if students have knowledge of literary genres and

elements, they will develop a deeper appreciation and understanding of literature. Such

knowledge will enhance their critical thinking, analytical skills, and creativity, allowing them to

interpret texts more effectively. Furthermore, it will improve their communication and writing

skills, enabling them to express their thoughts more clearly and creatively. Ultimately, a strong

grasp of literary genres and elements will contribute to their overall academic performance and

personal growth, fostering a lifelong love for reading and learning.

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The lack of interest in literature among English majors, beyond academic requirements, is

evident in various studies on students' reading habits and preferences. These studies reveal how

little students engage with complex texts, even as first-year English majors. Many rely more on

required readings than actively seeking out other literature on their own (Robb, 2020). This

highlights a serious issue: students are not adequately prepared for literature courses, which

causes them to become disconnected from the genre. National data also reflects shifts in students'

reading habits, with many preferring shorter texts or more popular literature, which may not

contribute to a deeper understanding of literary works. This trend poses a threat to cultural

literacy and the overall depth of engagement with literature in the educational system.

From her personal point of view, her experience as an English major can be described as

increasingly tiresome, as the passion she once had for her major is gradually fading.

While many probably entered this field because literature seemed to have the power to

make people feel and think something she agrees with the sheer volume of readings often

becomes overwhelming. Having gone through similar challenges, she observed how her

classmates, too, would sometimes just aim to complete the tasks assigned rather than truly

engage with the content.

These are common experiences for most students, who, under academic pressure, grow

disconnected from a subject they initially enjoyed. Moreover, she recalls seeing the guilt of not

finishing every assigned reading visibly affecting her classmates, revealing a broader issue: the

gap between academic expectations and personal engagement with literature. This realization

emphasizes the importance of rekindling students' interest in reading and advocates for a

balanced approach that encourages exploration beyond the formal curriculum.

The purpose of this study is to investigate the students motivation, knowledge in terms of

genre and elements and the factors contributing to lack of interest in reading literature among

English major students Year 2024-2025 as basis for program that can be designed.
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THEORETICAL BACKGROUND

This study is anchored in three theories: Louise Rosenblatt’s Reader-Response Theory,

Steve Neale’s Genre Theory, and Edward Deci and Richard Ryan’s Self-Determination Theory

(SDT). Together, these theories provide a comprehensive framework for understanding how

students engage with literature, focusing on the cognitive, emotional, and motivational aspects of

reading.

READER – RESPONSE THEORY

Reader-Response Theory (RRT), developed by Louise Rosenblatt, emphasizes the active

role of the reader in constructing meaning from a text. According to Rosenblatt (1978), meaning

does not solely reside within the text but emerges through the interaction between the reader and

the text. A reader’s personal experiences, background, and emotions influence how they interpret

and connect with literature. This theory is directly relevant to our study, which explores how

students engage with and understand literary genres and elements beyond academic

requirements. For example, a reader who values loyalty might focus on the themes of friendship

and loyalty in Romeo and Juliet, while another reader might be more interested in the tragic

consequences of family feuds and miscommunication. This illustrates how readers interpret the

text differently based on their personal experiences meaning is shaped by the reader, not just the

text itself.

RRT suggests that students' knowledge of literary genres and elements is not a passive

reception of information. Instead, it involves an active process of interpretation influenced by the

student’s personal, cultural, and academic experiences. For example, students’ familiarity with

genres like poetry, drama, and fiction can vary significantly based on their exposure to these

genres and their personal or cultural contexts. McLaughlin and Voogd (2024) argue that when

students engage with literature on a personal level, they improve their analytical skills and

establish a deeper emotional connection to the text.

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This emotional connection is essential for understanding literary elements such as plot,

character development, symbolism, and themes. The core idea here is that RRT highlights how a

reader's personal connection with the text enhances their understanding, making the process of

interpreting literature dynamic and individualized.

This connection is not limited to traditional genres. For instance, when a student reads

Harry Potter and connects with Harry's journey of self-discovery, they may relate to themes like

bravery, friendship, and overcoming challenges. By doing so, they construct a personal meaning

based on their own life experiences. This personal connection is what makes their interpretation

meaningful and unique, demonstrating the active role the reader plays in interpreting the text.

By applying RRT to our study, we can investigate how students’ knowledge of literary

genres is shaped by their ability to personally connect with the texts they encounter. Research

suggests that students are more likely to develop a deeper understanding of literary elements

when they can relate to the themes, characters, or cultural contexts of the texts they read (Iskhak

et al., 2020). In regions such as Southeast Asia, with its diverse cultures and languages, this

theory helps explain how students from different backgrounds interpret literary works. For

example, a student in Southeast Asia reading Romeo and Juliet might better understand the

themes of love and family conflict because they can relate it to their own cultural values and

family experiences. This demonstrates that RRT acknowledges cultural context as a key factor in

interpretation students interpret texts through the lens of their own lived experiences.

Moreover, RRT’s emphasis on the interactive process of reading supports the goal of this

study: to explore how students approach literary texts in their educational environment. This

study considers how students’ responses to literature are shaped not only by the genres

themselves but also by the meaning-making process between the reader and the text. Delanoy

(2023) notes that RRT has expanded to include multi-modal texts, such as digital media.
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As students are increasingly exposed to digital media and multimedia texts, this

expanded application of RRT is particularly relevant. For instance, in The Great Gatsby, Gatsby’s

dream and his pursuit of the American Dream are shaped by his personal interactions with the

people around him—much like how students interpret literature through their own personal

connections with the text. This reflects how the theory adapts to different forms of texts,

extending beyond traditional written works.

Although RRT has faced criticism for focusing too much on personal responses, which

some argue limits the depth of literary analysis (Hirvela, 2020), it remains an important

framework for understanding how students engage with literature. Critics often suggest that an

overemphasis on personal response can result in a neglect of other important factors, such as

historical context, the author’s intent, or the text's broader societal implications. By focusing

primarily on the reader’s experience, some argue that RRT may overlook the complexity of the

text itself. For instance, a student might focus on their personal experience with bullying when

interpreting Harry Potter and the Sorcerer’s Stone without considering the broader context of the

author's intentions or the societal aspects of the narrative. Despite these criticisms, RRT remains

valuable in examining how students’ personal and cultural experiences shape their

interpretations, offering unique insights into the ways students engage with literature on a

personal level.

In conclusion, Reader-Response Theory is a valuable tool for examining how students

interact with and understand literary genres and elements. By focusing on the personal and

cultural connections students form with texts, this study can gain deeper insights into how

students' knowledge of literature develops and how it influences their academic performance in

literature courses. As literature education continues to evolve, particularly with the increasing

influence of digital media and collaborative learning, RRT offers a flexible and relevant

framework for understanding how students engage with diverse literary forms and genres.
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GENRE THEORY

Steve Neale’s Genre Theory offers valuable insights into how students’ prior experiences

with different types of literature influence their engagement with new texts. According to Neale

(2000), genres are shaped by familiar patterns and the introduction of new elements. The

combination of the known and the new encourages students to explore both traditional and

innovative aspects of genres, enhancing their overall reading experience. For example, a student

who likes mystery books might read one with some science fiction elements. The familiar

mystery part makes it easy to enjoy, while the new science fiction twist makes the experience

more exciting.

Genre Theory helps explain how students' prior knowledge of genres influences their

approach to new books. For example, when a student reads a detective novel, they notice

common features, like the detective and the mystery, but become more thoughtful when the story

has surprising twists that go against their expectations. Logsdon et al. (2020) say that introducing

students to different genres can encourage them to explore more complex books. For instance, a

student might become interested in graphic novels, which could lead them to explore more

complex or sophisticated works in the genre. Brown (2022) explains that knowing how genres

change based on culture and history helps students understand the social impact of literature. For

example, when reading a book set during World War II, students can see how the genre reflects

the political and social climate of that time. Fowler (2022) also states that studying genres like

dystopian literature helps students understand how societal fears and technological advancements

influence the genre, as seen in the evolution from works like 1984 to The Hunger Games. These

ideas help students become more involved and thoughtful when they read.

This theory can be applied in the classroom by gradually incorporating genres, blending

familiar elements with new variations. This method challenges students to think more deeply

about literary forms and helps them engage with a broader range of texts.
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Genre Theory suggests that students’ knowledge of literary genres is shaped by prior

exposure to these genres. Understanding how students approach literary genres allows educators

to evaluate how effectively students engage with different genres and whether their

understanding is influenced by their previous experiences and cultural backgrounds.

In conclusion, Genre Theory offers a valuable framework for understanding how students

engage with literature. By connecting this theory to our study, we can explore how students’

prior knowledge and experiences with genres impact their engagement with new literature,

deepening their understanding of literary forms and broadening their appreciation for diverse

literary elements.

SELF- DETERMINATION THEORY (SDT)

Self-Determination Theory (SDT), developed by Deci and Ryan (2000), focuses on how

intrinsic motivation influences an individual's engagement. It identifies three fundamental

psychological needs: autonomy (the ability to make choices), competence (the feeling of being

capable), and relatedness (the sense of connection with others). According to SDT, people are

most motivated when these needs are satisfied. In the context of literature, SDT helps explain

how these factors influence students' engagement with reading. For example, a student who

chooses to read a work they find personally interesting (autonomy), feels confident in analyzing

its themes (competence), and discusses it with students who share their passion (relatedness) is

more likely to enjoy reading and engage with literature.

Research indicates that when students experience intrinsic motivation—such as enjoying

the process of reading they are more likely to engage with literature over the long term. SDT is

particularly relevant to this study, as it investigates how English majors maintain motivation to

read beyond academic requirements. When students feel they have control over their reading

choices, believe in their ability to understand and analyze texts, and feel connected to their peers

and instructors, they are more likely to develop a lasting interest in reading (Ryan & Deci, 2020).
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For example, an English major who is given the option of choosing between classic

literature and modern fiction for an assignment may become more invested in their reading

experience, resulting in deeper engagement and comprehension.

In practical terms, SDT offers strategies for educators to boost student motivation.

Teachers can support students by giving them more freedom in choosing reading materials,

offering progressively challenging tasks to develop their skills, and creating a supportive

classroom environment. These strategies allow students to form personal connections with

literature, which strengthens their intrinsic motivation to read both in and outside the classroom

(Svrcek & Abugasea Heidt, 2022; Pasopati et al., 2024). For example, a teacher might allow

students to select a book for a group project and then facilitate discussions where students relate

the book’s themes to their own lives, making reading more meaningful and enjoyable.

The importance of motivation in educational contexts is emphasized by Dörnyei and

Ushioda (2021), aligning with SDT's framework for understanding how students interact with

course content. The three core needs of SDT—autonomy, competence, and relatedness (Ryan &

Deci, 2021)—can be applied to examine students' understanding of literary themes and genres.

By fostering students' sense ofrelatedness to the material, supporting their independence in

selecting texts, and improving their proficiency in literary analysis, educators can enhance both

motivation and literary knowledge. For example, a teacher may assign different literary genres to

groups and encourage students to express their results creatively, such as through a short play or

multimedia presentation, so improving engagement and comprehension.

Self-efficacy, discussed by Schunk and DiBenedetto (2021), is closely tied to SDT and

helps explain how students engage with learning tasks. Self-efficacy refers to students'

confidence in their ability to succeed. According to SDT, students' intrinsic motivation increases

when they feel capable of completing tasks such as analyzing literary genres and elements (Ryan

& Deci, 2021). Teachers can enhance students' self-efficacy by encouraging them to take on

more challenging literary tasks and offering positive reinforcement, which can improve their
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comprehension and engagement with literature. For example, a teacher may provide

positive criticism on a student's literary analysis essay, highlighting strengths and recommending

areas for development, so increasing the student's confidence in their analytical abilities.

In the context of investigating students' knowledge of literary genres and elements, SDT

suggests that students' motivation to engage with literature increases when they are allowed to

choose texts (autonomy), feel capable of analyzing them (competence), and connect the material

to their own lives (relatedness). This framework can be used to improve students' literary

comprehension by creating an environment that addresses these psychological needs, resulting in

deeper engagement with literary genres. For example, a student who appreciates fantasy works

may be encouraged to examine the symbolism in the novel "The Hobbit" by John Ronald Reuel

Tolkien , making literary analysis more relatable and entertaining.

By integrating various theoretical perspectives, Lee (2024) explores the importance of

academic self-formation to enhance students' learning experiences. In examining students'

understanding of literary genres and elements, SDT’s focus on relatedness, autonomy, and

competence can encourage greater engagement and help students form stronger connections with

literature. For instance, a literature professor might design a course where students create their

own reading lists, conduct discussions, and write reflective essays on how literature influences

their personal growth, fostering a deeper appreciation for the subject.

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Conceptual Framework

This section presents the conceptual framework for this study, which is divided into three

parts: input, process, and output. The input encompasses all the necessary information gathered

from the respondents for this study. The process outlines the various methodologies, techniques,

and procedures used to process the collected data.

The output involves the development of a proposed program based on the study's findings.

INPUT PROCESS OUTPUT

1. The profile of first-year

BSED English students in
terms of:  Research
1.1 Age Instrument
PROPOSED PROGRAM
1.2 Gender  Survey Result
1.3 Year Level  Data Collection
2. The students’ motivation in  Data Analysis
reading literature outside the
academic requirements.
3. The students’ knowledge in
terms of genre of literature.

Figure 1. Flow of the Study

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REVIEW OF RELATED LITERATURE AND STUDIES

This section aims to establish the academic context for the study, identify gaps in existing

research, and highlight key themes relevant to our investigation. By synthesizing insights from

various sources, this review critically engages with prior studies and relates them to the present

study on students' knowledge of literary genres and elements.

Literary Genres and Elements in Literary Studies

Effective teaching strategies and curriculum design are pivotal in enhancing students'

understanding of literary genres and elements. Integrating genre studies into the curriculum has

been shown to foster creative expression and deepen comprehension of literary structures. For

instance, a collaborative approach to genre study could involve students reading a variety of

genres—such as short stories, plays, and poems—over a semester. After reading stories like

Edgar Allan Poe's The Tell-Tale Heart (a gothic short story) and comparing it to Shakespeare's

Macbeth (a drama), students can identify genre-specific characteristics, such as the use of

suspense in The Tell-Tale Heart and the themes of ambition and fate in Macbeth. This method

helps deepen their literary appreciation (Read Write Think, n.d.).

Moreover, teaching literary genres involves analyzing both fictional and poetic elements of

texts, which enables students to appreciate the writer's craft and use well-crafted literary works

as models for their own writing. For example, in an English class, students might analyze how

the theme of loss is explored through the lens of poetry in Emily Dickinson's "Because I Could

Not Stop for Death," while also examining how John Steinbeck’s Of Mice and Men (a novel)

develops this theme through character interactions and plot. Such exercises allow students to

understand how different genres explore similar themes (TEKS Resource System, n.d.). This

strategy not only sharpens students' analytical skills but also nurtures a greater appreciation for

diverse literary forms.

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Several studies have identified key factors influencing student engagement in literature,

including learning effectiveness, social interaction, campus life experience, technological

learning, and environmental support. For example, a study examining student engagement in

university English classes conceptualized engagement and highlighted mechanisms affecting

learning. It found that when students engage in group discussions or peer reviews—activities that

encourage social interaction—they develop a deeper understanding of literary genres and their

elements, which enhances their appreciation of the texts they read (Zhang & Kim, 2024).

Furthermore, an integrative review identified four major factors influencing student

engagement: the instructor, course design, class climate, and available resources. These findings

underscore the multifaceted nature of student engagement, emphasizing the need for a holistic

approach to curriculum design and teaching strategies. For instance, a well-designed course

might integrate technology by providing online discussion boards, where students can explore

the literary elements of a specific genre, such as the use of unreliable narrators in both mystery

and gothic genres (ScienceDirect, 2024).

The integration of digital media into daily life has notably impacted students' reading habits

and attention spans. The immediacy and constant stimulation from social media platforms have

diminished students' ability to engage in deep, sustained reading. Research has shown that

students are increasingly finding it difficult to complete multiple books per semester, a trend

often attributed to the pervasive influence of digital media (The Guardian, 2024). For instance, in

a classroom setting, students might struggle to read an entire novel like Pride and Prejudice

within a semester because their attention is divided by the constant notifications from social

media apps.

In response to this decline in traditional reading habits, incorporating audiobooks into

educational settings has emerged as an innovative strategy to engage students with literature.

Audiobooks can spark interest in reading, aid story comprehension, and stimulate imagination.
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For example, a middle school class could listen to the audiobook version of Harry Potter and the

Sorcerer's Stone while reading the text in class. This approach not only aids comprehension but

also allows students to better visualize the world of the novel. A survey by the National Literacy

Trust found that audiobooks often serve as a gateway to reading, particularly among children

who are not naturally inclined to read traditional print books (The Times, 2025). While

audiobooks should not replace printed texts entirely, they offer an alternative medium to engage

students with literary content.

The representation of diverse voices in the literature curriculum is another critical factor in

enhancing student engagement. A curriculum that includes inclusive and diverse stories can

make literature more relatable and engaging for students from a variety of backgrounds.

Educational advocates have argued for reforming the English literature curriculum to better

reflect social diversity, enhancing student engagement and understanding (Financial Times,

2024). For example, a curriculum that includes works by authors like Chimamanda Ngozi

Adichie (Americanah) or James Baldwin (Go Tell It on the Mountain) provides students with

insights into different cultural perspectives, encouraging empathy and broader worldviews.

Understanding the factors that influence students' engagement with literature is vital for

developing effective educational strategies. Pedagogical approaches that incorporate genre

studies, address the impact of digital media, and promote the inclusion of diverse voices can

deepen students' appreciation for literary genres and elements. These strategies, when employed

thoughtfully, foster critical thinking and empathy, contributing to a more profound engagement

with literature.

Literary genres and elements are foundational in the study of literature, equipping students

with essential tools to analyze texts critically and engage deeply with various forms of writing.

Literary genres, such as fiction, poetry, and drama, come with distinct conventions and

expectations, while literary elements—such as theme, characterization, plot, and setting—shape

the structure and meaning of texts.

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For example, in a high school English class, students might analyze William Shakespeare's

Macbeth (a drama) to explore its themes of ambition and fate, its complex characters, and how

the plot unfolds in the medieval Scottish setting.

However, research indicates that even students majoring in English often struggle with

enthusiasm for literature beyond academic requirements (Largo et al., 2024). This is concerning

because students are expected to engage with a variety of literary forms and their specific

elements, yet many fail to fully understand or appreciate them (Santos & Nanquil, 2023). For

instance, students may struggle to relate to the themes of Macbeth if they cannot see how

ambition and fate operate in their own lives.

This study aims to investigate students' knowledge of literary genres and elements while

exploring the factors influencing their engagement with literature. The lack of enthusiasm for

literature goes beyond mere student interest and reflects challenges in comprehension and

engagement with literary concepts. Although students encounter various genres and elements in

their education, their understanding and attitudes toward these concepts often remain

underexplored. For instance, in a creative writing class, a student may craft a compelling short

story but struggle to identify and analyze the underlying themes, settings, or character

development in the texts they study. This study seeks to bridge this gap by examining students'

perceptions of literary genres and elements and identifying the factors shaping their engagement

with literature both inside and outside the classroom. By identifying these factors, this research

aims to inform strategies for improving literature education and fostering a deeper appreciation

for both literary genres and their elements.

Recent studies reveal a troubling decline in students' engagement with literature,

particularly in their understanding of literary genres and elements. This trend is evident even

among students at prestigious institutions, many of whom enter with insufficient preparation for

the extensive reading expected of them. Professors frequently observe that students today
 24

struggle to complete multiple readings each semester, which is often attributed to high schools

focusing on shorter texts designed for standardized testing, rather than in-depth analysis of

literary elements. Additionally, the growing influence of smartphones has diminished students'

attention spans (The Atlantic, 2024). For example, a student in a college literature class might

find it difficult to read an entire novel like Moby-Dick in a week due to distractions from their

phone and social media notifications.

The pervasive influence of digital media in students' lives has further impacted their

reading habits. The constant stimulation from social media platforms has made it harder for

students to engage in deep, sustained reading, which is necessary to understand and analyze

literary elements like theme and symbolism. For instance, a student in a poetry class might skim

through a poem by T.S. Eliot, such as The Love Song of J. Alfred Prufrock, without fully

grasping its symbolic references or deeper meaning, as they are accustomed to fast-paced media

consumption. This shift limits their ability to engage deeply with texts, thereby hindering their

development of critical thinking and empathy (The Atlantic, 2024).

One potential solution to improve student engagement is the creation of "third spaces"—

environments where students can connect with their peers and explore their identities through

literature. These spaces have been shown to positively influence students' involvement with

literary texts, allowing them to discuss and relate to literary genres and elements in a more

personal and empowering context. For example, a classroom book club could focus on a specific

genre like dystopian fiction, where students read and discuss works like The Hunger Games by

Suzanne Collins. Through such discussions, students can see how themes of power, rebellion,

and society resonate with their own lives. By providing these opportunities, students can better

understand how literature connects to their experiences and see how genres and elements such as

character development, setting, and plot shape the meaning of a text (Parents, 2025).
 25

Incorporating genre-based writing into the curriculum can further deepen students'

understanding of literary elements. This approach encourages students to align their writing with

the conventions, themes, and structures of specific genres. For example, students might write a

mystery short story and analyze how the plot structure builds suspense and develops a sense of

mystery. Analyzing texts on a deeper level allows students to explore how literary elements like

symbolism, character arcs, and thematic development function differently across genres.

For instance, writing a poem about nature and isolation would require students to use figurative

language and structure to deepen its meaning. This exercise allows students to explore how

elements shape the text’s meaning and vary across genres (Teachers College, Columbia

University, 2023).

When students recognize the distinct attributes of each literary genre, educators can help

them understand how elements such as plot structure, narrative voice, and character development

differ across genres. For example, comparing the short story The Lottery by Shirley Jackson with

a novel like The Catcher in the Rye by J.D. Salinger allows students to analyze how the plot is

more compressed in a short story, while character development is often more complex in a novel.

The study of literary genres and elements remains a crucial aspect of literature education,

yet students' engagement with these concepts is often limited. Understanding the factors that

influence students' knowledge of literary genres and elements provides valuable insights into

how literature education can be enhanced. By focusing on how students perceive and understand

literary genres and elements, this research aims to contribute to more effective strategies for

teaching literature and fostering a deeper appreciation for both the forms and structures that

define literary works.

 26

Student Motivation and Engagement with Literature

Motivation plays a key role in student engagement with literature. Motevalli et al. (2020)

emphasize that intrinsic motivation, or the drive to engage in activities for their inherent

satisfaction, is essential for academic persistence. For instance, consider a student in a high

school English class who enjoys reading a novel for fun and enjoyment, rather than viewing it as

a required task. This intrinsic motivation helps them persist through more challenging

assignments, like analyzing complex literary themes, suggesting that fostering intrinsic

motivation increases student engagement with literary texts.

Weimer (2020) further supports this, highlighting the importance of self-efficacy students'

belief in their ability to succeed in tasks. A real-life example of this would be a student who

struggles with analyzing poetry but believes they can improve with effort. Teachers who provide

constructive feedback and encourage such students to confidently tackle more difficult texts can

foster self-efficacy, making students more likely to engage deeply with challenging literary

assignments.

Similarly, Dogan (2023) found a positive correlation between student engagement and

academic success, indicating that higher levels of engagement with literature are associated with

improved academic performance. For instance, a student who actively participates in discussions

about a book and reflects on its themes is likely to perform better in the course. The shift to

online learning during the COVID-19 pandemic prompted studies on maintaining motivation in

virtual environments. Huang et al. (2021) suggest that personalized learning experiences and

giving students choices significantly increase motivation and engagement. In an online literature

class, offering students a selection of books to choose from for analysis can boost their interest

and motivation to engage with the material.

Tokan and Imakulata (2021) argue that demonstrating the real-world relevance of

literature is another key strategy to enhance engagement. When students understand how

literature applies to various career fields, they are more likely to engage actively in their studies.
 27

For example, a student interested in law might be more engaged in analyzing Shakespeare’s

Julius Caesar if they understand its relevance to legal principles and political strategy, deepening

their understanding of literary genres and elements.

Wu, Qi, and Zhong (2022) examined non-cognitive predictors of academic success,

including intrinsic motivation, grit, and a growth mindset. Their study, involving 2,308 high

school students, identified four distinct profiles related to academic performance: High in Grit,

Moderate, High in Intrinsic Motivation, and Low in Grit. A student who persists in their literature

studies despite initial struggles by continuing to read and analyze texts demonstrates grit. These

findings suggest that fostering intrinsic motivation and resilience plays a vital role in success in

literature studies, as seen in this student’s perseverance. Wang and Zhang (2024) explored the

link between college students' learning engagement and academic self-efficacy. Their study

showed that higher self-efficacy is associated with increased learning engagement, mediated by

professional commitment and psychological resilience.

For example, a college student confident in their ability to analyze complex literary texts

is more likely to invest time and effort in understanding themes and developing their interpretive

skills. Strengthening students’ belief in their academic abilities enhances their engagement with

literary analysis and interpretation.

Moreover, including diverse and relatable content in literature curricula can significantly

boost student engagement. Blackman (2024) advocates for incorporating inclusive and diverse

stories in English literature curricula, arguing that students are more motivated when they see

their experiences and cultures reflected in the texts they study. For example, a student of

Hispanic heritage may feel more engaged in a class discussing The House on Mango Street

because the story reflects their own experiences, motivating them to participate more actively in

the discussion.
 28

The National Literacy Trust (2025) reports a decline in traditional reading habits among

children, with a growing preference for audiobooks and podcasts. Their survey found that 42.3%

of children aged 8 to 18 enjoy listening to audio content, while only 34.6% enjoy reading for

pleasure. Integrating audiobooks into school curricula can engage reluctant readers. For instance,

a student who prefers listening to stories might be more likely to engage with literature when the

class includes an audiobook version of a novel, making literary genres and elements more

accessible and enjoyable.

In conclusion, fostering intrinsic motivation, building self-efficacy, incorporating diverse

content, utilizing alternative formats like audiobooks, and demonstrating the real-world

relevance of literature are effective strategies for enhancing student engagement with literary

genres and elements. Educators should consider integrating these strategies into their teaching

practices to help students develop a deeper appreciation and understanding of literature.

Knowledge and Understanding of Literary Genres and Elements

A deep understanding of literary genres and elements is essential for students to engage

meaningfully with literature. Xu (2023) examined how knowledge of genres enhances

comprehension and engagement with multilingual texts. The study highlighted that

understanding genre-specific features improves students' ability to analyze texts more deeply.

For example, in a high school English class, a student might struggle to analyze a poem in a

foreign language without understanding the specific conventions of poetry in that culture. With a

strong grasp of genre conventions, such a student could better appreciate the poetic form and its

unique features, leading to deeper analysis and engagement. This demonstrates how genre-

specific knowledge not only aids comprehension but also enriches the student's engagement with

the text.
 29

Similarly, Fedewa and Lo (2023) emphasized the importance of visual tools, such as

mind maps, in improving genre awareness. Their research focused on genres like advertisements

and narratives, showing that these tools can deepen genre analysis. In a real classroom setting, a

teacher might use a mind map to help students differentiate between the conventions of a short

story and a novel. For example, a student in a literature class could use the mind map to map out

key elements of character development and plot structure, aiding their understanding of how

these elements differ across genres like short stories and full-length novels. This approach not

only makes genre analysis more tangible but also promotes critical thinking, as students actively

work to categorize and differentiate between literary forms.

In a study by Singh et al. (2020), English majors with limited genre knowledge were

found to struggle with advanced vocabulary and complex literary structures. This suggests that a

strong understanding of genres is closely linked to literary competence. For instance, in a college

writing class, a student might struggle to interpret a classic work like Pride and Prejudice due to

unfamiliarity with the conventions of the novel genre. This lack of understanding can hinder the

student's ability to analyze the text's deeper meanings and character motivations.

Singh et al. (2020) argue that genre-specific instruction could improve understanding

and literary competence, especially in advanced classes. By bridging this gap, students can

enhance their overall academic performance, particularly in literary analysis, critical reading, and

vocabulary acquisition.

Kessler (2021) stressed the importance of genre knowledge in academic writing. Being

familiar with different genres enables students to adapt their writing to various rhetorical

contexts, which improves both writing skills and critical engagement with literature. For

example, in a high school research paper assignment, a student might need to write a persuasive

essay on a literary topic. Understanding the conventions of persuasive writing helps the student

structure their argument more effectively, making their analysis of literary elements more

coherent and
 30

convincing. This awareness of genre conventions supports students in shaping their arguments

and developing a clearer, more focused analysis of literary texts.

Hashemi and Daneshfar (2021) took this further by suggesting that genre-specific

grammar instruction helps students recognize and interpret the structural features of different

literary forms. This integrated approach equips students with tools for deeper analysis and a

more nuanced understanding of literary texts. In a high school creative writing workshop, a

teacher might focus on genre-specific grammar, helping students understand how sentence

structure in a thriller differs from that in a romantic novel. This knowledge allows students to

craft more effective and genre-appropriate narratives, improving their writing skills in ways that

support their engagement with literature.

Sascha Kraus et al. (2022) discussed the importance of literature reviews in academic

research, highlighting how understanding literary genres helps in structuring clear and precise

reviews. Their study emphasized that literature reviews often deal with concepts such as genre

analysis, and a solid understanding of genres is necessary to synthesize research effectively. In a

graduate-level seminar, a student might need to write a literature review on different genres of

dystopian literature.

A clear understanding of the conventions of dystopian fiction allows the student to

organize their review effectively and synthesize critical insights with precision. This ability to

distinguish between genres improves students' research skills and enhances their ability to

critique and synthesize scholarly work.

Afzal Sayed Munna and Md Abul Kalam (2021) explored how teaching strategies and

learning environments influence students' academic success. Although their study focused on

broader pedagogical approaches, it indirectly highlighted the importance of literary

comprehension in educational settings. For example, a teacher might use active learning

techniques, such as role-playing, to help students understand the motivations of characters in a

 31

Shakespearean play. By embodying the roles of Macbeth or Lady Macbeth, students can better

grasp the psychological elements of the play, enriching their understanding of character

development and plot. This interactive approach allows students to actively engage with the text,

deepening their emotional and intellectual connection to the literature.

Tira Nur Fitria (2024) examined creative writing instruction within English language

education, focusing on how narrative development and character creation in various genres shape

the writing process. Her research emphasizes that engaging with different genres, including short

stories, poems, and articles, is vital for both creative self-expression and language proficiency.

For instance, a student might write a short story in a high school creative writing class, exploring

themes of loss and redemption. By experimenting with different genres, the student can better

understand how to develop a narrative arc and create complex characters, enhancing their

creative writing skills. This engagement with various literary forms not only nurtures creativity

but also strengthens the student's grasp of key literary elements such as characterization and plot

structure.

Ngan Thi Lan Nguyen (2025) critiqued the impact of neoliberal educational frameworks

on writing instruction in rural areas of Australia. Her study emphasized how place and spatial

disparities influence students' writing experiences.

In a real-life classroom in a rural area, a student may be encouraged to write about their

personal experiences in a community, drawing on local settings and familiar themes. This

approach helps the student connect with literary genres in a meaningful way, allowing them to

express their identity and reflect on their unique context. By integrating these local and personal

experiences into their writing, students are able to better engage with genres and apply their

learning to their own lives.

Finally, Julia Carden et al. (2021) explored self-awareness in the context of management

education, which offers insights into how students engage with literary genres. Their research
 32

suggests that self-awareness in writing, particularly in genres focusing on narrative voice and

personal expression, allows students to reflect on their perspectives and incorporate them into

their writing. For example, in a high school English class, a student might write a personal

narrative about overcoming a challenge. Understanding how to use narrative voice helps the

student communicate their experiences more effectively, leading to a stronger emotional

connection with the reader. This development of self-awareness through writing also contributes

to students' overall growth as critical thinkers and writers.

In conclusion, the research highlighted in this review emphasizes the critical importance

of genre awareness in enhancing students' understanding and engagement with literature. Studies

by Xu (2023) and Fedewa and Lo (2023) show how knowledge of genre conventions aids in both

language comprehension and deeper literary analysis, particularly in multilingual and diverse

classroom settings. Meanwhile, Kessler (2021) and Hashemi and Daneshfar (2021) highlight the

role of genre knowledge in improving writing skills, while also suggesting how it can be

integrated into creative and academic writing instruction. These studies suggest that

understanding literary genres is essential not only for improving academic performance but also

for fostering deeper engagement with literature. Engaging with various genres equips students

with the skills to better analyze texts, improve writing, and engage more critically with both

creative and academic forms of literature.

Impact of Academic and External Factors on Reading Habits

Students' reading habits are shaped by both academic and external factors, such as

teaching methods, curricula, and social influences. Baba et al. (2020) found that students'

attitudes toward reading whether academic or recreational significantly impact their engagement

with literature. For example, a student in a high school English class who sees reading as a chore

will likely struggle to engage with the material, while a student who enjoys reading for pleasure,
 33

like a teenager who reads novels during free time, will more deeply appreciate literature.

Fostering reading as an enjoyable activity, rather than just a requirement, helps students engage

better with the elements and genres of literature.

Digital technology has reshaped how students engage with texts. Spjeldnaes and Karslen

(2022) observed that digital reading platforms, such as e-books and audiobooks, have made

reading more accessible but also influenced students' reading behaviors. For instance, a student

in a university literature course who listens to audiobooks while multitasking may struggle to

focus on the details of literary works. This presents challenges for teaching literary genres that

require sustained attention.

External factors, such as parental involvement and home culture, also shape students'

reading habits. Vuong et al. (2021) found that students whose parents read regularly are more

likely to develop positive reading habits. For example, a student whose parents have a habit of

reading newspapers or books daily is more likely to be an avid reader themselves, which

improves their engagement with various literary genres. Encouraging students to choose reading

materials aligned with their personal interests, such as graphic novels or adventure books, can

further boost engagement, making them more likely to explore and understand various literary

genres.

Academic factors also significantly influence students' reading habits, impacting their

understanding of literary genres and elements. Chang et al. (2023) examined the factors affecting

digital reading habits among college students and found that academic expectations, such as

coursework and access to digital resources, influence students' engagement with academic

reading. For instance, a student in a college course who is required to engage with digital

textbooks regularly may be more likely to read academic materials but struggle to delve into

longer, more complex literary works that require deep focus.

 34

Abid et al. (2023) explored the relationship between secondary school students' reading

habits and academic success in English. Their research showed that students who read regularly

tend to have better study techniques, leading to higher academic achievement. For instance, a

student who reads daily is likely to perform better in reading comprehension exams than one

who reads only when required for assignments. Moreover, regular reading helps students

understand and analyze various literary genres, boosting academic performance.

Hanim Ismail, H., and Wani, E. (2024) reviewed research on the impact of reading habits

on students' academic performance in English as a Second Language (ESL) classes. They found

that external factors, such as classroom settings, teacher influence, and cultural background, can

significantly affect students' reading habits. For example, a student in an ESL class whose

teacher emphasizes reading stories in English is more likely to develop stronger reading habits

and improve their comprehension of literary genres, compared to a student in an environment

where reading is not encouraged.

Teachers also play a pivotal role in shaping students’ reading habits. Neno et al. (2022)

examined how teachers' reading habits influenced their students' literacy development. Their

study revealed that teachers who read regularly set positive examples, encouraging students to

engage with diverse literary genres. For instance, a teacher who regularly introduces a variety of

books, from fiction to non-fiction, inspires students to explore different genres and improve their

academic performance, particularly in understanding and analyzing literature.

Social influences, such as peer pressure, parental support, and cultural expectations, also

impact students' reading habits. Davidovitch and Gerkerova (2023) demonstrated that a

supportive social environment, including encouragement from family and peers, is crucial in

fostering students' engagement with reading. For example, a student whose friends enjoy reading

might feel encouraged to join in and explore new books, which can enhance their reading habits

and their understanding of different literary genres. Negative peer pressure, however, can
 35

discourage reading, especially in a school setting where social groups may not value reading.

The broader cultural context can also shape reading habits. Cultural attitudes toward

literacy and reading such as prioritizing digital media over traditional books may influence

students’ ability to engage with different genres of literature. Braasch (2020) suggests that in

some cultures, the preference for digital media may diminish the attention given to traditional

reading. For example, a student in a school where digital media is heavily emphasized may

struggle to engage with printed literature, affecting how they interact with and analyze literary

genres.

Finally, academic demands impact students' reading habits, as seen in Dorji’s (2020)

study of English majors at Sherubtse College. Although students must focus on academic

literature and textbooks, this emphasis restricts their exposure to a wider range of reading

materials and genres. A college student may find it challenging to balance academic reading with

personal reading, limiting their comprehensive understanding of literary elements and literary

exploration.

Gingerich and Adler (2020) discussed how cultural trends and digital media influence

reading habits, particularly in terms of the genres students engage with. They emphasized the

importance of reading a variety of genres fiction, non-fiction, and online content but noted that

the popularity of digital media often distracts students from engaging with more traditional,

longer texts. A student who spends most of their time consuming short online articles may miss

out on deeper engagement with longer books that can enhance their understanding of literary

elements.
 36

Strategies to Enhance Literary Engagement

Several strategies have been identified to increase student engagement with literature.

One of the most effective approaches is using response strategies, where students reflect on their

personal experiences with literary texts. Herlina and Santoso (2022) argue that when literature

becomes personally relevant to students, they are more motivated to engage in discussions and

connect with the material on a deeper level. This suggests that engagement is deeply connected

to the personal relevance of the content. For example, in a high school English class, a teacher

asks students to relate a character’s struggles in a novel to their own personal experiences,

helping students form deeper emotional connections with the story.

Another key strategy that fosters engagement is teaching effective reading techniques,

such as skimming and scanning. Durak and Yavuz (2024) emphasize that these methods help

students identify key information and main ideas, improving their ability to navigate and

understand complex texts. By enhancing reading efficiency, these techniques play a crucial role

in boosting engagement, particularly with challenging materials. For instance, a teacher instructs

students to skim a poem for its general themes before reading it more carefully, allowing them to

approach the material with greater confidence and understanding.

Genre-based instruction also proves to be a powerful tool in increasing engagement. This

approach integrates literacy activities with character development, offering a more holistic and

relevant learning experience.

Atmazaki et al. (2023) argue that genre-based teaching addresses students' diverse needs,

encouraging them to engage more actively with literary texts. This strategy not only broadens

students' exposure to various genres but also helps deepen their understanding of literary

elements and their connections to larger themes. In a middle school classroom, a teacher could

use a historical novel to discuss genre conventions, while also integrating activities that help

students explore the social and political context of the story.

 37

The increasing role of technology in promoting engagement cannot be overlooked. Gao

(2023) demonstrated that an online course on contemporary American literature led to a 31%

increase in student engagement by incorporating videoconferencing and interactive exercises.

This highlights the potential of digital tools to enrich students' literary experiences and encourage

more active participation. Moreover, aligning the selection of literary works with reading

strategies like skimming and scanning can further improve comprehension and engagement

(Durak & Yavuz, 2024). Additionally, digital storytelling projects foster engagement by

encouraging creative expression and collaboration in exploring literary content (Rohayati, 2020).

For example, a literature class might engage students in creating a short film that reinterprets a

novel's key scenes, utilizing technology to bring the story to life.

Gamification is another effective strategy for making literature lessons more engaging.

Tools like Wordwall enhance motivation and make learning more enjoyable (Widhiatama &

Brameswari, 2024). This aligns with the growing trend of integrating interactive, game-like

elements into classroom activities to maintain student interest and participation. For instance, a

teacher might use a digital quiz on a novel's themes, turning review sessions into a competitive

and fun game that motivates students to actively participate.

Adiyono et al. (2024) further explored the impact of technological advancements and

instructional management techniques on student engagement. Using a mixed-methods approach,

they found that the proper management of technology significantly enhanced students' cognitive,

behavioral, and emotional involvement in learning. The study noted the challenges educators

face when integrating technology into classrooms but emphasized that proper management of

these tools can greatly improve engagement. These findings underscore the importance of

employing innovative strategies to enhance literary engagement, especially in an increasingly

digital learning environment. For example, in a virtual classroom, a teacher could introduce a

discussion forum where students post reflections on assigned readings, thus integrating

technology in a way that fosters deeper engagement.

 38

Balalle (2024) examined engagement strategies in online and distance learning

environments. By analyzing 33 scholarly articles, the study found that gamification, interactive

content, and personalized learning experiences are crucial for sustaining student engagement,

particularly in online settings. This research suggests that digital platforms can effectively

motivate students to engage with literature, offering dynamic and tailored learning experiences

that appeal to a variety of learning styles. In a distance-learning setup, an instructor might use a

personalized digital reading log, allowing students to track their progress and share insights,

which boosts their engagement in the process.

Yu and Cai (2025) also highlight the positive effects of technology in increasing student

motivation and involvement in literary studies. Their study on an online course in contemporary

American literature revealed a significant increase in student engagement, with a 21.4%

improvement in reading success and a 16.7% decrease in avoidance of reading assignments.

These findings demonstrate that interactive online learning can help students overcome barriers

to reading, leading to a deeper connection with literary content. In a school setting, a teacher

might use a digital platform to post discussion questions about a novel, allowing students to

respond and interact with their peers beyond the classroom walls.

The Think-Pair-Share strategy, an active learning method, has also proven effective in

promoting engagement with literature. Hernando (2023) highlights how this strategy encourages

students to reflect on literary concepts individually, discuss their ideas with a classmate, and then

share their insights with the entire class. This collaborative approach not only enhances

engagement but also deepens students’ comprehension of the material. For example, in a

literature class, students might first write down their thoughts on a poem, then discuss their

interpretations with a partner before sharing them with the rest of the class, helping them refine

their understanding.
 39

Finally, the selection of literature plays a crucial role in engaging students with texts.

Durak and Yavuz (2024) found that choosing literature that resonates with students’ cultural

backgrounds, interests, and language skills can significantly enhance engagement. When

students find the material relevant and relatable, they are more likely to interact meaningfully

with the content, thereby improving both their understanding and critical thinking skills. For

instance, a teacher may select a novel that reflects students’ cultural backgrounds, allowing them

to see themselves in the literature, which sparks more meaningful discussions.

Talenta and Himawati (2023) explored the impact of literature circles, where students

take on roles such as summarizers, questioners, or connectors. This approach fosters group

discussions and encourages students to engage more actively with the text. The study found that

literature circles not only enhanced engagement but also improved students' comprehension of

literary elements, as peer discussions helped deepen their understanding of the material. In a

classroom setting, students might take turns leading discussions, each focusing on a different

aspect of a novel, encouraging active participation and critical thinking.

These studies collectively highlight that using a combination of strategies such as

leveraging technology, promoting active learning, and selecting appropriate literary works can

significantly enhance students’ engagement with literature. This aligns with the focus of our

research on investigating students' knowledge of literary genres and elements, as these strategies

aim to deepen students’ connections with literary content and improve their overall literary

competence.
 40

RESEARCH PROBLEM

STATEMENT OF THE PROBLEM

The purpose of this study is to investigate the students motivation, knowledge in terms of

genre and elements and the factors contributing to lack of interest in reading literature among

English major students Year 2024-2025 as basis for program that can be designed.

Specifically, the study aims to answer the following questions;

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Gender; and

1.3 Year level?

2. What is the level of motivation in reading literature among the respondents in terms of:

2.1 Academic Requirements?

2.2 Pleasure for Reading?

3. What is the level of knowledge in literary genre among the respondents?

4. What is the level of knowledge in literary elements among the respondents?

5. Is there a significant relationship between the following:

5.1 What is the level of motivation in reading literature and the level of knowledge on

literary genre:

5.2 What is the level of motivation in reading literature and the level of knowledge on

literary elements?

6. Based on the findings, what program can be proposed?

 41

Null Hypothesis

(H₀): There is no relationship between the level of motivation in reading literature and

the level of knowledge in literary genre.

(H₁): There is no relationship between motivation level of knowledge and literary

elements.
 42

Significance of the Study

The significance of this study lies in its potential to bridge the gap between academic

requirements and genuine interest in literature among English majors, thereby fostering a deeper

appreciation for literary genres and elements. By investigating students' knowledge and

engagement with literature beyond the classroom, this research aims to inform educators and

curriculum developers on how to enhance literary education and promote a lifelong love for

reading. Hence by focusing on these, this study was beneficial for the following:

Educators. The findings can assist educators in designing more engaging and relevant literature

curricula that resonate with students’ interests and needs. This could involve integrating

contemporary themes and diverse genres that reflect students' experiences, thereby making

literature more relatable and enjoyable.

Students. By understanding the factors contributing to their disinterest, students can be guided

towards discovering the joy and benefits of reading diverse literary genres. This understanding

can lead to improved engagement and motivation, fostering a lifelong love for literature.

Researchers. This research contributes empirical data to the broader field of literary studies by

providing insights into students’ reading habits and preferences. It can help identify trends and

gaps in literature engagement among different demographics, enriching the academic discourse

surrounding literary appreciation.

Future Researchers. The study serves as a foundation for future research on similar topics,

encouraging more in-depth investigations into student engagement with literature. It can inspire

subsequent studies that explore innovative teaching methods or the impact of technology on

reading habits.
 43

Community. This study may guide the development of community-based reading programs,

literary events, and partnerships between schools and local organizations, fostering a broader

appreciation of literary genres outside the classroom. By promoting collective reading initiatives,

communities can create an environment that encourages students to explore literature beyond

academics, breaking down barriers and cultivating a more literate and connected society.
 44

RESEARCH METHODOLOGY

This chapter presents the methodology that guided the conduct of the study. It includes the

research design, research locale, population and sampling procedure, research instruments, data

gathering procedures, treatment of data, reliability and validity of the instrument, handling of

incomplete data, and ethical considerations.

Research Design

This study employed a descriptive-correlational research design. It aimed to describe and

examine the relationship between first-year English major students’ knowledge of literary genres

and elements. This design allowed for the identification of patterns and associations in the data

without manipulating variables. Specifically, the study investigated how students’ knowledge

correlates with variables such as gender, age, and academic performance in literature-related

subjects (Siedlecki, 2020).

The independent variable in this study is the students’ knowledge of literary genres and

elements, while the dependent variables include gender, age, year level, and academic

performance in literature courses. Descriptive statistics such as frequencies, percentages, and

measures of central tendency were used to summarize demographic data and responses. Chi-

square tests were applied to categorical variables, while Pearson’s correlation coefficient and

Spearman’s rank correlation were employed to assess the strength and direction of relationships

for continuous and ordinal data, respectively.

Research Locale

The study was conducted at Talisay City College, located in Poblacion, Talisay City, Cebu.

The institution serves approximately 162 first-year students enrolled in the Bachelor of

Secondary Education (BSED) major in English program for the academic year 2024–2025.
 45

The college provides a suitable setting for the research with its accessible classrooms,

library, and academic resources conducive to student learning.

Research Respondents

The respondents of this study were the 162 first-year BSED English students enrolled at

Talisay City College. Universal sampling was used since the population size was small and

manageable. All qualified first-year students were included, providing a comprehensive

representation of the population’s knowledge of literary genres and elements.

Participants were selected based on the following inclusion criteria:

1. Regular attendance in literature classes where genres and elements are taught.

2. Willingness to voluntarily participate in the study.

This inclusive approach allowed for a more complete and accurate assessment of the target

population, taking into account factors such as gender, age, and year level.

Research Instruments

The primary data collection tool used in this study was a structured survey questionnaire

designed to assess students’ knowledge of literary genres and elements. The questionnaire

included items that measured understanding of various genres (e.g., fiction, poetry) and elements

(e.g., theme, plot, characterization).

A four-point Likert scale was used to gauge responses, with the following options: Strongly

Agree, Agree, Disagree, and Strongly Disagree. These were interpreted using an ordinal scale:

Very High, High, Low, and Very Low levels of knowledge.

Sample items included:

 "I can correctly identify the key characteristics of Gothic literature."

 46

 "I can describe the main elements of a short story (e.g., plot, character, setting)."

To ensure content validity, the questionnaire was reviewed by subject matter experts. A pilot

test was conducted to refine the instrument and ensure clarity. The reliability of the questionnaire

was evaluated using Cronbach’s alpha to assess internal consistency.

Data Gathering Procedures

Preliminary Phase. The research process began with the selection of the research title and its

subsequent review and approval by the research director and school president. An orientation

was then conducted with the selected participants to explain the study’s objectives, procedures,

and voluntary nature of participation.

Data Collection. Upon receiving approval, printed copies of the questionnaires were distributed

to the first-year BSED English students present in their classes on a randomly selected day. This

approach ensured randomization and minimized selection bias. Completed questionnaires were

collected and submitted to a statistician for encoding and analysis.

Post-Data Collection. The data gathered were processed and analyzed using descriptive

statistics to summarize demographic profiles and knowledge levels.

Treatment of Data

To analyze the relationships between students’ knowledge and demographic variables, the

following statistical tools were applied:

 Pearson’s correlation coefficient for continuous variables;

 Spearman’s rank correlation for ordinal variables; and

 Chi-square test for categorical variables, such as gender and knowledge level.
 47

These tools enabled the researchers to examine the strength and direction of associations

among the identified variables.

Handling of Incomplete Data

To preserve the accuracy and validity of the results, the following procedures were

implemented in handling incomplete responses:

1. Questionnaires with more than 20% of unanswered items were excluded from the analysis.

2. For questionnaires with less than 20% missing data, pairwise deletion was applied in

correlation analyses.

3. In descriptive analyses, missing responses were reported as "missing" and excluded from

computations of percentages or means for specific items.

Ethical Considerations

The study adhered to ethical research standards to protect the rights and welfare of

participants. Respondents were fully informed about the study’s purpose, procedures, and their

right to withdraw at any time without any consequences. Participation was entirely voluntary,

and informed consent was obtained. The confidentiality and anonymity of participants were

ensured by not collecting any personally identifiable information.

 48

DEFINITION OF TERMS

For the reader’s clearer understanding of the present study, the following terms were

defined conceptually.

Students' Motivation. Refers to the intrinsic and extrinsic factors that influence students' desire,

interest, and enthusiasm toward engaging in reading literature. It encompasses both their

emotional and cognitive drive to understand and appreciate literary works.

Knowledge in Terms of Genre. Refers to the level of understanding and familiarity of students

with various literary genres such as fiction, non-fiction, poetry, drama, and others. This

knowledge involves recognizing the characteristics, structures, and conventions of each genre.

Knowledge in Terms of Elements. Refers to students’ understanding of the fundamental

components of literature, including but not limited to plot, character, setting, theme, conflict,

point of view, and symbolism, which are essential in analyzing and interpreting literary works.

Factors Contributing to Lack of Interest in Reading Literature. Includes the various internal

or external influences that lead to students' diminished interest in reading literature. These factors

may include personal attitudes, perceptions about literature, academic workload, availability of

resources, teaching methods, social media distractions, and lack of exposure to diverse reading

materials.

English Major Students. Refers to students who are enrolled in an academic program focusing

on the study of the English language, literature, and related subjects. These students are pursuing

a major or degree related to English in the academic year 2024-2025.

 49

Year 2024-2025. Refers to the academic year being investigated in the study, specifically the

period during which the data is collected and analyzed, focusing on English major students

during this time frame.

Program Designed. Refers to a structured set of initiatives, strategies, or interventions that will

be developed based on the findings of the study. The program is aimed at addressing the

identified factors contributing to students' lack of interest in reading literature and improving

their motivation and knowledge of literary genres and elements.

 50

Appendices
 51

RESEARCH TOOL

I. Profile of the Respondents

Instructions: Check (√) the blank that corresponds to your answer.

Student’s Profile
Age
____ 16 – 20 ____ 21 – 25 ____ 26 – 30
____ 31 – 35 ____ 36 - Above

Gender
____ Male ____ Female ____ Gender Neutral
____ LBGTQIA+
 52

II. Level of motivation in reading literature

Instructions: The purpose of this section is to assess students' motivation to engage with
literature, focusing on both academic requirements and personal enjoyment. Please rate your
motivation for reading literature based on the following statements. Consider how much these
factors influence your reading habits.

Please rate your level of motivation using the scale below:

4 – Very High: Strongly agree or exhibit a very high level of motivation.

3 – High: Agree or show a relatively high level of motivation.

2 – Low: Disagree or show a low level of motivation.

1 – Very Low: Strongly disagree or show a very low level of motivation.

Very High Low Very

Components High (3) (2) Low
(4) (1)
Academic Requirements
I can read literary works such as novels, poems, and plays to meet the
requirements of my English courses.
I am motivated to analyze literary texts by identifying themes, symbols, and
figurative language for class discussions.
I know that studying literature enhances my ability to think critically and
interpret deeper meanings in texts.
I understand the importance of literary analysis in developing my academic
writing and comprehension skills.
I can summarize complex literary works by identifying key ideas, plot
points, and character developments for assignments.
I understand that analyzing literary works helps improve my ability to
construct well-supported arguments in essays.
I can engage in literary discussions by expressing my interpretations of
characters, conflicts, and settings in various texts.
I am capable of interpreting symbolism in poetry and prose to uncover
hidden meanings and authorial intent.
I know that studying literature improves my ability to express ideas clearly
in both written and oral communication.
I know how to distinguish between fiction and non-fiction genres.
Pleasure for Reading
I can read different genres of literature without feeling pressured.
 53

I can develop a personal connection with characters in stories.

I can choose books that match my interests and preferences.
I can express my thoughts and emotions after reading a literary work.
I can read literature for enjoyment and relaxation.
I am emotionally invested in the stories I read.

I understand that a well-written story can leave a lasting impact on a reader.

I can read for hours without losing interest.

I am confident that my passion for reading will continue to grow.
I understand that my motivation for reading comes from passion and
curiosity.

III. Level of knowledge in literary genre.

Instructions: The purpose of this section is to assess the respondents' knowledge of various
literary genres. Please rate your level of knowledge regarding each literary genre based on the
following scale:

Please rate your knowledge using the scale below:

4 – Very High: You have a very high level of knowledge and understanding of this genre.

3 – High: You have a good level of knowledge and understanding of this genre.

2 – Low: You have limited knowledge or understanding of this genre.

1 – Very Low: You have very little or no knowledge of this genre.

Very High Low Very

Components High (3) (2) Low
(4) (1)
I understand that literary genres are categories used to classify works of
literature based on their content, style, and form.
I can distinguish between fiction and non-fiction and know that fiction is
based on imagination, while non-fiction is based on facts.
I am familiar with the genre of historical fiction, which blends fictional
characters with real historical events.
I recognize that mystery novels often involve a crime or puzzle that needs to
be solved by the protagonist.
I understand that fantasy literature typically involves magical or
supernatural elements.
I am aware that the genre of science fiction often explores futuristic
concepts, space travel, and technological advancements.
 54

I know that horror fiction is designed to evoke fear, often involving the
supernatural or disturbing elements.
I can identify the characteristics of a romance novel, where the plot
typically focuses on romantic relationships.
I understand that a tragedy, in terms of drama, involves the downfall of a
protagonist due to a personal flaw or external forces.

I am aware that a comedy is a dramatic work that generally ends in a happy

resolution, often involving humor or absurd situations.
I recognize that the genre of biography focuses on the life of a real person,
while an autobiography is written by the person themselves.
I know that a Bildungsroman is a coming-of-age story that follows a
character’s personal growth and development.
I understand that a novella is a shorter work of fiction, longer than a short
story but shorter than a full-length novel.
I am familiar with the genre of satire, which uses humor, irony, and
exaggeration to criticize society or politics.
I can recognize that postmodern literature often challenges traditional
narrative structures and plays with language and form.
I understand that allegory uses symbolic characters or events to represent
deeper moral or political meanings.
I know that magical realism blends fantastical elements with realistic
settings, often found in Latin American literature.
I can identify that speculative fiction includes genres like science fiction,
fantasy, and dystopian fiction, imagining possible worlds or futures.
I recognize that the Gothic genre often includes dark, eerie settings,
supernatural events, and a sense of dread or mystery.
I understand that the genre of young adult (YA) fiction often addresses
themes relevant to adolescents, such as identity and relationships.

IV. Level of knowledge in literary elements.

Instructions: The purpose of this section is to assess the respondents' knowledge of various
literary elements. Please rate your knowledge of each literary element based on the following
scale:

Please rate your knowledge using the scale below:

4 – Very High: You have a very high level of knowledge and understanding of this literary
element.

3 – High: You have a good level of knowledge and understanding of this literary element.

2 – Low: You have limited knowledge or understanding of this literary element.

1 – Very Low: You have very little or no knowledge of this literary element.

Very High Low Very

Components High (3) (2) Low
(4) (1)
 55

I can identify literary elements like plot, characters, setting, and theme in a
text.
I understand how characterization develops characters and contributes to the
story.
I know how symbolism works in literature and can recognize its deeper
meanings.

I can differentiate between various literary genres, such as fiction, poetry,

and drama.
I understand the significance of setting and how it influences the narrative.

I can analyze the point of view used in a story and its effect on the reader.

I understand how conflict drives the plot and develops the characters.

I can identify the mood of a literary work and understand how it’s created.

I know how imagery is used to create vivid pictures in the reader’s mind.

I can identify the tone of a work and understand how it reflects the author’s
attitude.
I am aware of the different types of conflict, such as man vs. man, nature,
society, and self.
I understand the role of dialogue in revealing character and advancing the
plot.
I can distinguish between a short story and a novel based on their length and
complexity.
I can identify narrative techniques, such as flashbacks and foreshadowing,
used by authors.
I can explain how the structure of a plot influences the progression of the
story.
I understand the difference between figurative language, like metaphors and
similes.
I understand how different narrative perspectives (e.g., first-person, third-
person) affect the reader’s experience.
I understand the structure of a plot, including exposition, rising action,
climax, and resolution.
I can identify and explain the concept of theme and how it relates to the
message of the story.
I understand how literary elements like setting, character, and conflict work
together to shape a story’s theme.
 56

APPENDIX B – Plagiarism Checker &AI Checker

57
 58

Appendix C - Curriculum Vitae

HANNAH MAE U. MALINAO

THIRD YEAR
BACHELOR OF SECONDARY EDUCATION

Email :[email protected]
Address :Upper Pakigne, Danawan, Minglanilla, Cebu
Cellphone Number :09107908427
Date of Birth : August 24, 2004
Age :20
Civil Status : Single
Religion :Born Again Christian
Citizenship : Filipino

Education
2024-Present Tertiary Education
Bachelor of Secondary Education Major in English
Talisay City College (TCC)
V.H. Garces St. Poblacion, Talisay City, Cebu
2020-2022 Secondary Education (Senior High School)
General Academic Strand
Tubod National High School
Tubod, Minglanilla, Cebu
Tubod National High School
Tubod, Minglanilla, Cebu
2010-2016 Elementary Education
Lipata Elementary School
Lipata, Minglanilla, Cebu
 59

KATHLEEN MARIE H. ULGASAN

THIRDYEAR
BACHELOR OF SECONDARY EDUCATION

Email :[email protected]
Address :Upper Pakigne, Danawan, Minglanilla, Cebu
Cellphone Number :09309393329
Date of Birth : August 23, 2003
Age :21
Civil Status : Single
Religion :Iglesia Ni Cristo
Citizenship : Filipino

Education
2024-Present Tertiary Education
Bachelor of Secondary Education Major in English
Talisay City College (TCC)
V.H. Garces St. Poblacion, Talisay City, Cebu
2020-2022 Secondary Education (Senior High School)
General Academic Strand
Tubod National High School
Tubod, Minglanilla, Cebu
2016-2020 Secondary Education (Junior High School)
Tubod National High School
Tubod, Minglanilla, Cebu
2010-2016 Elementary Education
Manguiao Elementary School
Manguiao, Asturias, Cebu
 60

MARIA RODLYN FERNANDEZ

THIRD YEAR
BACHELOR OF SECONDARY EDUCATION

Email : [email protected]
Address : Laray San Roque, Talisay City, Cebu
Cellphone Number : 09126519190
Date of Birth : August 20,2002
Age :22
Civil Status : Single
Religion : Roman Catholic
Citizenship : Filipino

Education
2024-Present Tertiary Education
Bachelor of Secondary Education Major in English
Talisay City College (TCC)
V.H. Garces St. Poblacion, Talisay City, Cebu
2020-2021 Secondary Education (Senior High School)
Humanities and Social Sciences
Asian College Technology
Bulacao, Talisay City ,Cebu
2015-2020 Secondary Education (Junior High School)
Montealegre National High School
Tuburan, Cebu
2009-2015 Elementary Education
Laray Elementary School
Laray San Roque, Talisay City, Cebu
 61

GIA S. CABAÑOG
THIRD YEAR
BACHELOR OF SECONDARY EDUCATION

Email : [email protected]
Address : Palwa Maria, Inayawan Cebu City
Cellphone Number :09367367115
Date of Birth : December 04, 2001
Age :23
Civil Status : Single
Religion :Roman Catholic
Citizenship : Filipino

Education
2024-Present Tertiary Education
Bachelor of Secondary Education Major in English
Talisay City College (TCC)
V.H. Garces St. Poblacion, Talisay City, Cebu
2018-2020 Secondary Education (Senior High School)
General Academic Strand
Cebu Institute of Technology- University
Natalio B. Bacalso Ave , Cebu City
2014-2018 Secondary Education (Junior High School)
Hingotanan National High School
Hingotanan, Bien Unido, Bohol
2009-2014 Elementary Education
Maomawan Elementary School
Maomawan, Bien Unido, Bohol
 62

ALLYSSA MAE R. ABANGAN

THIRD YEAR
BACHELOR OF SECONDARY EDUCATION

Email : [email protected]
Address : Sayaboc Compound Bulacao Cebu City, Cebu
Cellphone Number : 09161831804
Date of Birth : December 27, 2003
Age : 20
Civil Status : Single
Religion : Iglesia Ni Cristo
Citizenship : Filipino

Education
2022-Present Tertiary Education
Bachelor of Secondary Education Major in English
Talisay City College (TCC)
V.H. Garces St. Poblacion, Talisay City, Cebu
2020-2022 Secondary Education (Senior High School)
General Academic Strand
Pardo National High School
Poblacion Pardo Cebu City, Cebu
2016-2020 Secondary Education (Junior High School)
Pardo National High School
Poblacion Pardo Cebu City, Cebu
2010-2016 Elementary Education
Bulacao Community School
Villamangga Bulacao Cebu City, Cebu
 63

GEXTER LEE C. LABAJO

THIRD YEAR
BACHELOR OF SECONDARY EDUCATION

Email : [email protected]
Address : Maghaway, Talisay City, Cebu
Cellphone Number : 09950282294
Date of Birth : January 20, 2004
Age :20
Civil Status : Single
Religion :Roman Catholic
Citizenship : Filipino

Education
2022-Present Tertiary Education
Bachelor of Secondary Education Major in English
Talisay City College (TCC)
V.H. Garces St. Poblacion, Talisay City, Cebu
2019-2022 Secondary Education (Senior High School)
General Academic Strand
Maghaway National High School
Maghaway, Talisay City, Cebu
2016-2019 Secondary Education (Junior High School)
Maghaway National High School
Maghaway, Talisay City, Cebu
2009-2016 Elementary Education
Maghaway Elementary School
Maghaway, Talisay City, Cebu

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Appendix D – Photo of Research Locale

 71

TRANSMITTAL LETTER
March 22, 2025

RICHEL N. BACALTOS, Ed.D

College President
Talisay City College
Poblacion, Talisay City, Cebu 6045

Dear Dr. Bacaltos:

Warm greetings!
The undersigned is currently undertaking a thesis titled titled Investigating Students' Knowledge on
Literary Genres and Elements”, together with my co-members in partial fulfillment of the requirements
for the degree of Bachelor of Secondary Education, Major in English at Talisay City College, Poblacion,
Talisay City, this Academic Year 2024-2025.

In this connection, we would like to ask permission to conduct the study. Rest assured that the data to be
gathered will be used for educational purposes only and be treated in its utmost confidentiality.

Hoping for your favorable response.

Thank you very much.

Truly yours,

HANNAH MAE U. MALINAO

Lead Researcher

Noted by:

BERNARD EVANGELICOM V. JAMON, Dev. Ed. D.

Research Facilitator

Recommended for Approval: Approved by:

HELMER B. MONTEJO, EdD RICHEL N. BACALTOS, EdD

Research Director College President
 72

LETTER TO THE RESPONDENTS

Dear Respondents:
Warm greetings!
I am undergoing a study titled Investigating Students' Knowledge on Literary Genres and
Elements, with my co-members in partial fulfillment of the requirements for the degree of
Bachelor of Secondary Education, Major in English at Talisay City College, Poblacion, Talisay
City, this School Year 2024-2025.
In this connection, I would like to request you to please answer the enclosed set of
questionnaires. The first set is the Profile Information. The second questionnaire is the
Academic Motivation Survey. The third questionnaire is the Classroom Engagement Survey.
Rest assured that information gathered will be taken with utmost confidentiality.
Hoping for your favorable response.
Thank you very much.

Truly yours,

HANNAH MAE U. MALINAO

Lead Researcher
 73

LETTER TO THE _____________

Dear ____________:
Warm greetings!
I am undergoing a study titled Investigating Students' Knowledge on Literary Genres and
Elements with my co-members in partial fulfillment of the requirements for the degree of
Bachelor of Secondary Education, Major in English at Talisay City College, Poblacion, Talisay
City, this School Year 2024-2025.

In this connection, we would like to request your good office to allow our team to administer a
questionnaire designed to assess first-year students' knowledge of literary genres and elements.
The questionnaire will measure students' self-reported knowledge and understanding of literary
genres and elements. Furthermore, Please be assured that everything is held with strictest
confidentiality and that nothing will be done to cause untoward consequences to you or to
anyone else.

Hoping for your favorable response.

Thank you very much.

Truly yours,

HANNAH MAE U. MALINAO

Lead Researcher
 74

CHAPTER 2

RESULTS AND DISCUSSIONS

This chapter presents, analyzes, and interprets the gathered data necessary for formulating

an effective and comprehensive program that addresses students' knowledge of literary genres

and elements. Tables are provided to facilitate clearer analysis and interpretation. Table 1

presents the profile of the respondents. Table 2 shows the motivation in reading literature in

terms of academic requirements, while Table 3 presents the motivation in reading literature in

terms of pleasure for reading. Table 4 displays the knowledge in literary genres, and Table 5

presents the knowledge in literary elements. Lastly, Tables 6 and 7 show the relationship between

motivation in reading literature and knowledge of literary genres and literary elements. Each

table highlights key factors and clearly identifies the mean for each category.

Profile of 1st-Year BSED English Students. A total of 162 first-year students under the

Bachelor of Secondary Education major in English at Talisay City College participated in the

study. To provide context and enable meaningful interpretation of the results, it is essential to

understand the demographic profile of the respondents. A recent study by Adetayo (2023) in the

Journal of Digital Learning and Education emphasizes the importance of collecting respondent

profiles in educational research, noting that demographic variables such as age, gender, and

reasons for reading are essential for identifying patterns and subgroup differences. These profiles

allow researchers to analyze trends, ensure the representativeness of the sample, and interpret

findings more accurately. Accordingly, Table 1 presents the profile of the 162 first-year BSED

English students who participated in the study.

 75

Table 1

Profile of 1st year students

Profile f %
16-20 years old 132 81.48
21-25 years old 27 16.67
Age 26-30 years old 2 1.23
31-35 years old 1 0.62
+ > 35 0 0.00
TOTAL: 162 100.00
Male 31 19.14
Female 114 70.37
Gender
Gender Neutral 3 1.85
LGBTQA++ 14 8.64
TOTAL: 162 100.00

Table 1 shows the frequency and percentage distribution of the respondents by age. Among

the 162 respondents, 132 (81.48%) are aged 16–20 years, followed by 27 respondents (16.67%)

in the 21–25 age group. The remaining age groups—26–30 (1.23%) and 31–35 (0.62%)—

account for a much smaller portion.

In terms of gender, 114 respondents (70.37%) identify as female, 31 (19.14%) identify as

male, 3 (1.85%) as gender-neutral, and 14 (8.64%) as LGBTQA+. The demographic distribution

in Table 1 aligns with trends seen in recent literature studies, where female and gender-diverse

groups tend to engage more with literary content. Bizimungu (2024), in the American Journal of

Literature Studies, reports a global rise in literature readership focusing on strong female, non-

binary, and LGBTQ+ characters, with notable increases in countries like India and Brazil. The

study highlights that literature not only mirrors societal shifts but also encourages inclusivity

within academic curricula. Similarly, the study Women through the Lens of Philippine Literature

(2024) explores how women are portrayed in Philippine literary works, affirming that these
 76

portrayals significantly influence literary education, making women's perspectives crucial in

understanding literary genres and elements.

The data shows that the majority of respondents are young, particularly in the 16–20 age

group (81.48%). The large proportion of female participants suggests that young women are

more likely to engage in literary studies and, thus, participate in surveys like this one. Tveit and

Mangen (2022) found that female students tend to engage more with literature and prefer certain

literary genres, which supports this study's finding. García-Rodríguez et al. (2021) also observed

that younger students, especially females, tend to engage more deeply with literary elements and

report better understanding. Similarly, Smith and Brown (2023) concluded that both age and

gender play significant roles in students’ familiarity with literary elements, with younger female

students displaying greater knowledge. Chen and Lee (2020) found that students aged 16–20 are

more involved in literary studies and show better awareness of literary genres.

These studies help explain the findings of this research, reinforcing the trend that younger

students, especially females, are more engaged in literary learning. This trend holds significant

implications for educational practices, suggesting that age and gender may influence how

students approach literary studies. Since the majority of respondents are young women, these

findings may not be fully applicable to older students or males. Thus, it is important to consider

these demographic characteristics when generalizing the results to a broader population.

Lin (2022) also examined gender differences in literature appreciation and found that

female students generally outperform their male peers. Although there was variation in female

performance, this trend remained consistent across different age groups. This aligns with your

findings, where the majority of respondents were female, indicating a potential gender influence

on literary engagement.

Additionally, a 2020 study by Douglas et al. explored the intersection of age and gender in

learning methods and academic achievement at the university level. The study found that gender
 77

differences in academic achievement were more pronounced among older students. However,

demographic factors, including age and gender, consistently influenced learning outcomes across

all age groups, suggesting that your study's focus on younger respondents (ages 16–20) should be

carefully considered when generalizing the findings to older populations.

An international study by Simanová and Babiaková (2021) also explored reading

preferences among younger students in Slovakia, the Czech Republic, and Poland. They

discovered that younger readers preferred genres like fiction, adventure, and entertainment-

oriented literature. These findings align with your study, suggesting that younger students may be

more inclined to explore specific genres, thus influencing their familiarity and interest in literary

genres and elements.

In conclusion, the findings of this study suggest that younger students, particularly females,

are more engaged in literary studies, which may influence their knowledge and understanding of

literary genres and elements. Given the predominance of young women in the sample, the results

may not be fully generalizable to older students or male students. This demographic factor

should be taken into account when designing future studies or educational programs.

Understanding the role of age and gender in literary engagement can help educators tailor

curricula and teaching strategies to better meet the needs of diverse student groups.

Motivation in Reading Literature in Terms of Academic Requirements

Motivation in reading literature means the reasons why students choose to read stories,

poems, or plays. These reasons can come from inside the student, like interest or enjoyment, or

outside, like school tasks. Motivation helps students think better, understand what they read, and

enjoy different kinds of literature.

As presented in Table 2, students show a high level of motivation to read literature when it

is part of their school requirements, with an overall weighted mean (WM) of 3.16. This shows

that students are willing to read, study, and understand literary texts to meet the needs of their
 78

English classes. Many students are very motivated when it comes to improving their writing,

thinking, and speaking skills through literature. They also see that reading literature helps them

build strong ideas and understand deeper meanings in texts. These results show that literature is

important in helping students improve their academic skills in English.

Table 2
Motivation in Reading Literature in Terms of Academic Requirements
A. Motivation in Reading Literature in Terms of Academic Requirements WM VD
IIcan
understand that analyzing
read literary works such literary works
as novels, helps and
poems, improve
playsmy abilitytheto
to meet 3.38 VeryHigh
High
construct well-supported arguments in essays. 3.21
requirements of my English courses.
IIam
canmotivated
engage into literary
analyze discussions by expressing
literary texts my themes,
by identifying interpretations
symbols, of and
2.94 High
characters,language
conflicts,forand settings in various texts. 2.88 High
figurative class discussions.
I know that studying literature enhances in
I am capable of interpreting symbolism mypoetry
abilityand prosecritically
to think to uncover and 2.68 High
hidden meanings and authorial intent. 3.46 Very High
interpret deeper meanings in texts.
IIunderstand
know that studying literature
the importance improves
of literary my ability
analysis to expressmy
in developing ideas clearly
academic 3.41 Very
in both written and oral communication. 3.36 VeryHigh
High
writing and comprehension skills.
IIcan
know how to distinguish
summarize between
complex literary fiction
works byand non-fiction
identifying key genres.
ideas, plot points, 3.45 Very High
Aggregate Weighted Mean 2.86
3.16 High
High
and character developments for assignments.

Legend:

(WM) - Weighted Mean – 3.16

(VD) - Verbal Description – High

The data reveals varying levels of motivation among students regarding reading literature to

fulfill academic requirements. The first statement, "I can read literary works such as novels,

poems, and plays to meet the requirements of my English courses," shows a Weighted Mean

(WM) of 3.21 with a Verbal Description (VD) of High. The second statement, "I am motivated to

analyze literary texts by identifying themes, symbols, and figurative language for class

discussions," indicates a WM of 2.88 with a VD of High. The third statement, "I know that

studying literature enhances my ability to think critically and interpret deeper meanings in texts,"

presents a WM of 3.46 with a VD of Very High. The fourth statement, "I understand the

importance of literary analysis in developing my academic writing and comprehension skills,"

shows a WM of 3.36 with a VD of Very High. The fifth statement, "I can summarize complex

literary works by identifying key ideas, plot points, and character developments for

assignments," indicates a WM of 2.86 with a VD of High. The sixth statement, "I understand that
 79

analyzing literary works helps improve my ability to construct well-supported arguments in

essays," reveals a WM of 3.38 with a VD of Very High. The seventh statement, "I can engage in

literary discussions by expressing my interpretations of characters, conflicts, and settings in

various texts," shows a WM of 2.94 with a VD of High. The eighth statement, "I am capable of

interpreting symbolism in poetry and prose to uncover hidden meanings and authorial intent,"

indicates a WM of 2.68 with a VD of High. The ninth statement, "I know that studying literature

improves my ability to express ideas clearly in both written and oral communication," presents a

WM of 3.41 with a VD of Very High. The tenth statement, "I know how to distinguish between

fiction and non-fiction genres," shows a WM of 3.45 with a VD of Very High. The Aggregate

Weighted Mean for this section is 3.16, which corresponds to a Verbal Description of High.

Table 2 shows the Weighted Mean (WM) scores and Verbal Descriptions (VD) for each

statement related to students' motivation to read literature for academic purposes. The overall

Weighted Mean is 3.16, which falls under the "High" category. This means that students

generally show strong motivation to read and understand literature as part of their schoolwork.

However, the results also show that while students are motivated in many areas, they still face

challenges in some skills related to literary analysis.

The results from Table 2, for the statement, “I know that studying literature enhances my

ability to think critically and interpret deeper meanings in texts” (WM = 3.46, VD = Very High),

suggest that students strongly believe literature plays a significant role in improving their critical

thinking skills and enhancing their ability to interpret texts. This finding indicates that students

are motivated to develop critical thinking through literature. This aligns with Reader Response

Theory, which emphasizes how readers actively construct meaning from texts based on their own

experiences and interpretations (Rosenblatt, 1978). Liu and Sihes (2025) argue that engaging

with literary texts helps students build strong thinking and analytical skills. Engaging with

literature, therefore, not only refines students’ interpretive abilities but also actively involves

them in the process of meaning-making, as emphasized by Reader Response Theory.

Furthermore, existing research supports this conclusion, suggesting that reading literature
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improves language skills while fostering deeper thinking. For instance, Zakaria et al. (2025)

conducted a survey with 103 law students, finding that reading literature helped them develop

critical thinking, empathy, and communication skills. The students rated the impact of literature

on their critical thinking highly, reinforcing the idea that literature is a valuable tool for

developing academic and professional skills. Similarly, Duong (2024) explored the use of

literature circles in Vietnam, where students read and discussed literature in groups. This method

encouraged students to engage deeply with the material, improving their critical thinking and

ability to consider different perspectives—key elements for analyzing and interpreting texts

effectively. Additionally, Ouhiba (2022) conducted a study with university students in Algeria,

showing that reading literature helped them develop better judgment and a deeper understanding

of texts. These findings confirm that literature plays a vital role in enhancing both cognitive and

interpretative skills, which are crucial for analyzing complex ideas and gaining deeper insights.

Together, these studies collectively demonstrate that literature is not just an enjoyable activity but

a powerful tool for fostering critical thinking. By engaging with literary works, students sharpen

their ability to interpret texts, form informed opinions, and think critically—skills that are

essential both in academia and in life.

The survey also reveals that students agree with the statement, “I know how to distinguish

between fiction and non-fiction genres” (WM = 3.45, VD = Very High). This suggests that

students are confident in recognizing the difference between fiction and non-fiction, an essential

skill for reading comprehension. Recognizing whether a text is fictional or non-fictional allows

students to apply the appropriate reading strategies, thereby enhancing their understanding of the

material. This finding supports Genre Theory, which underscores the importance of genre

recognition in shaping the way readers approach texts (Swales, 1990). Andreani et al. (2021)

argue that understanding different genres helps students read more effectively and improves

overall literacy. Several studies support this claim. Alcántara-Plá (2024) explored how both

teachers and students perceive the difference between fiction and non-fiction. The study

highlighted that this understanding is critical in shaping how students approach texts and how
 81

educators design lessons to emphasize genre distinctions. Similarly, Moss et al. (2023) found that

actively distinguishing between these two genres helps readers engage more deeply with the

material. When students identify a text’s genre, they adjust their reading approach, leading to

more critical and thoughtful engagement. Additionally, Gee (2024) reviewed various studies on

genre classification in literacy education and noted that when students focus on distinguishing

between fiction and non-fiction, they become more motivated to read and engage with texts.

Understanding genre helps students apply the right reading strategies, strengthening both

comprehension and critical thinking. These findings indicate that the ability to distinguish

between fiction and non-fiction is essential for students' literacy development. The survey results

align with this, showing that students are confident in recognizing these genres. This skill helps

students read more effectively and enhances their ability to engage with and analyze texts

critically.

The survey also shows that students agree with the statement, “I know that studying

literature improves my ability to express ideas clearly in both written and oral communication”

(WM = 3.41, VD = Very High). This suggests that students recognize the significant impact

literature has on their communication skills. The ability to express ideas clearly and confidently

—both in writing and speaking—is essential for academic success and effective communication

in everyday life. This finding supports Self-Determination Theory, which focuses on the intrinsic

motivation to achieve mastery and competence (Deci & Ryan, 2000). Several studies support this

idea. Toralba and Reyes (2024) found that reading English literature helps students improve

language skills, including vocabulary expansion, reading comprehension, and their ability to

communicate more clearly in both writing and speaking. Their study showed that students who

read literature regularly became more confident in expressing their ideas clearly, whether in oral

presentations or written assignments. Similarly, Dela Cruz (2025) emphasized that literature

helps students express their thoughts effectively in both written and spoken forms. The study

showed that literature aids students in thinking critically and using persuasive language, which is

valuable for writing essays and engaging in class discussions.

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Additionally, Ramirez (2024) found that literature helps improve grammar and vocabulary,

which are key to clear communication. Students who read literature performed better at

expressing themselves in academic settings, particularly in writing and discussions. Bautista and

Santos (2020) also highlighted that reading literature not only improves communication skills but

also enhances memory and curiosity—factors that help students articulate complex ideas more

effectively. These studies suggest that literature plays a vital role in enhancing communication

skills. By expanding vocabulary, improving writing abilities, and encouraging the

clearexpression of ideas, literature helps students communicate more effectively in both

academic and everyday settings.

The following table presents the students' level of motivation and capability in relation to

various aspects of literary genre and elements, specifically focusing on the lowest means. The

results indicate areas where students face challenges in applying advanced literary concepts such

as symbolism, summarizing complex works, and identifying themes for analysis. The statement,

“I am capable of interpreting symbolism in poetry and prose to uncover hidden meanings and

authorial intent” (WM = 2.68, H = High), suggests a very low level of student confidence in

interpreting symbolism. This skill is essential for deeper engagement with texts, particularly

because it requires an understanding of historical, cultural, and authorial context. Marabyan

(2024) emphasizes that teaching symbolism is most effective when students also learn about the

cultural and historical context of the text. This contextual understanding is crucial to help

students uncover hidden meanings, which may explain the challenges students face in

interpreting symbolism. Further supporting this, Elston, Tiba, and Condy (2022) suggest that

explicit instruction and strategies such as Socratic Seminars can help students engage with

symbolism in literature. By encouraging students to question and discuss the text, teachers can

enhance their ability to interpret symbols effectively. Additionally, Batool et al. (2025) stress the

importance of using classic literature to engage students in critical thinking and analysis, which

can boost their confidence in interpreting complex literary elements like symbolism. Gwo-Jen

Hwang et al. (2023) also emphasize the importance of motivation in learning, particularly in
 83

environments that encourage active learning, such as the metaverse. Motivated students are more

likely to engage in reflective learning and symbolic interpretation. This suggests that fostering

motivation through innovative, student-centered learning environments can help students feel

more confident and engaged in interpreting symbolism.

The statement, “I can summarize complex literary works by identifying key ideas, plot

points, and character developments for assignments” (WM = 2.86, H = High), reflects a very low

to moderate level of student confidence. This suggests that students struggle to condense intricate

narratives and identify essential elements for summarization. Al-Jarf and Reima (2021) point out

that summarizing complex texts requires structured practice, exposure to different kinds of texts,

and the development of critical thinking skills. These skills are essential for students to

effectively identify key ideas and plot points. Aquino Rojas and Merino Hernandez (2024)

further argue that peer interactions and tools such as e-books and checklists can help students

break down complex narratives and improve their summarization abilities. Providing students

with resources to support their comprehension can help them identify key plot points and

character developments more efficiently. Jui-Teng Li et al. (2021) demonstrate that integrating

literature into language teaching through scaffolding strategies and interactive reading can

significantly support students in overcoming barriers to summarization. They show that when

students are given guided practice, they can improve their ability to process and summarize

complex literary works, which directly relates to the students’ struggles in summarizing complex

texts.

The statement, “I am motivated to analyze literary texts by identifying themes, symbols, and

figurative language for class discussions” (WM = 2.88, H = High), indicates a very low level of

student motivation in this area. A lack of personal connection to the material or insufficient

engagement strategies may explain this low motivation. Yu and Cai (2025) highlight that using

engaging classroom strategies such as literature circles or Socratic seminars can help students

become more motivated to analyze texts. These strategies encourage active participation and

deeper engagement with themes, symbols, and figurative language in literary texts. Carter,

Dixon,
 84

and Li (2024) support this by showing that interactive online literature courses can increase

students’ motivation, curiosity, and confidence. By using interactive platforms, students are more

likely to engage in literary discussions and develop a greater interest in analyzing themes and

symbols. Higgs and Kim (2022), as well as Riley and Crawford-Garrett (2022), further suggest

that using digital multimodal composition and humanizing pedagogies helps create more

personalized and meaningful learning experiences. This approach helps students feel more

invested in literary interpretation and discussions. By leveraging technology and human-centered

teaching strategies, educators can increase student motivation and engagement, ultimately

fostering a more active learning environment for literary analysis.

The findings suggest that literature plays a key role in developing students’ critical thinking,

comprehension, and communication skills. According to Reader Response Theory (Rosenblatt,

1978), students construct meaning through their interaction with texts, which fosters deeper

understanding. The high motivation to engage critically with literature reflects this process.

Studies such as Zakaria et al. (2025) and Duong (2024) support this, showing that literature

enhances students’ ability to think analytically, empathize with diverse perspectives, and

communicate effectively—skills that are essential in both academic and real-world contexts.

Students also demonstrated confidence in recognizing the differences between fiction and

non-fiction genres, which aligns with Genre Theory (Swales, 1990). Understanding genre guides

students in selecting appropriate reading strategies, resulting in better comprehension and deeper

analysis. Research confirms that genre awareness enhances literacy and fosters more meaningful

engagement with texts.

Moreover, students acknowledged that studying literature improves their ability to express

ideas clearly in both writing and speaking. This supports Self-Determination Theory (Deci &

Ryan, 2000), which emphasizes the role of intrinsic motivation in skill development. Literature

helps build communication skills by expanding vocabulary, improving grammar, and

encouraging thoughtful expression of complex ideas.

Despite these strengths, students showed low confidence and motivation in areas involving

deeper literary analysis—such as interpreting symbolism, summarizing complex works, and

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identifying themes. These are higher-order skills that require explicit instruction and meaningful

engagement. Studies suggest that approaches like Socratic Seminars, literature circles, and

interactive digital tools can improve both student motivation and interpretive ability. When

learning environments are supportive and student-centered, learners are more likely to build

confidence and take an active role in literary analysis.

In summary, while students show high levels of motivation and skill in basic literary tasks,

more support is needed for advanced analysis. By implementing targeted, research-based

strategies, educators can help students develop stronger interpretive skills and deepen their

engagement with literature.

Motivation in Reading Literature in Terms of Pleasure for Reading

This section of the study examines how students are motivated to read literature primarily

for enjoyment. Table 3 highlights how students’ feelings, interest in stories, and ability to choose

what they read contribute to their motivation. The majority of responses indicate a Very High

level of motivation, with the highest scores reflecting students' enjoyment when they can select

books based on their personal interests. While most students enjoy reading for fun, some aspects,

such as reading for extended periods, show room for improvement.

Table 3
A. Motivation in Reading Literature in Terms of Pleasure for Reading
B. Motivation in Reading Literature in Terms of Pleasure for Reading WM VD
I can read different genres of literature without feeling pressured. 3.05 High
I can develop a personal connection with characters in stories. 3.34 Very High
I can choose books that match my interests and preferences. 3.58 Very High
I can express my thoughts and emotions after reading a literary work. 3.34 Very High
I can read literature for enjoyment and relaxation. 3.33 Very High
I am emotionally invested in the stories I read. 3.32 Very High
I understand that a well-written story can leave a lasting impact on a reader. 3.51 Very High
I can read for hours without losing interest. 2.98 High
I am confident that my passion for reading will continue to grow. 3.23 High
I understand that my motivation for reading comes from passion and curiosity. 3.34 Very High
Aggregate Weighted Mean 3.30 Very High
Grand Mean 3.23 High
Legend: 3.25-4.00-Very High; 2.50– 3.24-High;1.75 – 2.49-Low; 1.00 – 1.74–Very Low
Legend:

(WD) - Weighted Mean – 3.30

(VD) - Verbal Description – Very High

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The data reveals insights into motivation in reading literature in terms of pleasure for

reading. The first statement, "I can read different genres of literature without feeling pressured,"

indicates a Weighted Mean (WM) of 3.05 with a Verbal Description (VD) of High. The second

statement, "I can develop a personal connection with characters in stories," shows a WM of 3.34

and a VD of Very High. The third statement, "I can choose books that match my interests and

preferences," has the highest WM at 3.58, corresponding to a VD of Very High. The fourth

statement, "I can express my thoughts and emotions after reading a literary work," and the tenth

statement, "I understand that my motivation for reading comes from passion and curiosity," both

have a WM of 3.34 and a VD of Very High. Similarly, the fifth statement, "I can read literature

for enjoyment and relaxation," presents a WM of 3.33 with a VD of Very High. The sixth

statement, "I am emotionally invested in the stories I read," has a WM of 3.32 and a VD of Very

High. The seventh statement, "I understand that a well-written story can leave a lasting impact on

a reader," indicates a WM of 3.51 with a VD of Very High. The eighth statement, "I can read for

hours without losing interest," shows a WM of 2.98 and a VD of High. The ninth statement, "I

am confident that my passion for reading will continue to grow," has a WM of 3.23 and a VD of

High. Overall, the Aggregate Weighted Mean for motivation in reading literature in terms of

pleasure for reading is 3.30, which corresponds to a Verbal Description of Very High. The Grand

Mean for this section is 3.23, indicating a High level of motivation.

Table 3 presents the results on students' motivation to read literature for pleasure. The

aggregate weighted mean (WM) is 3.30, which corresponds to a “Very High” level of

motivation. This means students enjoy reading literature not only for academic reasons, but

also for personal interest and relaxation.

The highest-rated statement was “I can choose books that match my interests and

preferences” (WM = 3.58, Very High). This shows that students are more motivated when they

have the autonomy to select their reading materials. Research supports this, as Guthrie and

Klauda (2014) found that student choice significantly increases intrinsic motivation and
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enjoyment. Ross (2021) emphasized that autonomy in book selection fosters stronger emotional

connections, leading to greater satisfaction. Konrad (2023) further highlighted that students read

more often and engage more deeply when allowed to choose texts aligned with their personal

interests. This finding is well-supported by Self-Determination Theory (SDT), which explains

that autonomy is a core psychological need that enhances intrinsic motivation (Deci & Ryan,

2021). Additionally, Reader Response Theory (RRT) supports this result, as it emphasizes the

importance of personal connections with texts based on students' own interpretations and

experiences.

The second-highest rated statement was “I understand that a well-written story can leave a

lasting impact on a reader” (WM = 3.51, Very High). This indicates that students acknowledge

the emotional and intellectual power of storytelling. According to Guthrie and Klauda (2014),

emotionally rich narratives promote deeper empathy and help students reflect on various life

situations. Kara and Bettahar (2024) explained that well-crafted stories significantly enhance

emotional intelligence and critical thinking by linking personal and literary experiences. Salim

Omar (2025) added that stories with emotional depth can leave lasting impressions, potentially

inspiring changes in beliefs or behavior. These findings align with Reader Response Theory

(RRT), which emphasizes the emotional and reflective responses of readers when engaging with

literature.

The statement “I can express my thoughts and emotions after reading a literary work” (WM

= 3.34, Very High) reveals that students enjoy reflecting on and sharing their experiences after

reading. Setiani and Susanti (2023) argued that expressing thoughts and emotions deepens

understanding of characters, plot, and themes. Pekrun (2022) highlighted the significance of

emotions in the learning process, while McKeon (2021) pointed out that students who reflect on

their emotional and cognitive reactions after reading tend to form a stronger connection with the
 88

text. These findings support Reader Response Theory (RRT), as it encourages personal

engagement and reflection, and align with SDT, which emphasizes that self-expression

contributes to motivation and deeper learning.

The statement “I can read different genres of literature without feeling pressured” (WM =

3.05, High) indicates that while some students feel confident, many still experience discomfort

when reading unfamiliar genres. Fernando and Ambayon (2024) noted that limited exposure to

various genres can cause discomfort or disinterest. They suggested incorporating more genre-

based activities and discussions to build students’ confidence. Setiani and Susanti (2023)

supported this by explaining that using reader-response strategies helps students engage more

effectively with different types of texts. Seballo et al. (2024) emphasized that students’

willingness to explore various genres is closely tied to their reading interest and confidence.

Ching-Yu et al. (2023) also found that reading complex genres without proper sequencing can

increase cognitive load, which can be overwhelming. This result is consistent with Genre Theory

(GT), which stresses the importance of exposure to diverse literary forms to enhance

appreciation and understanding. It is also connected to SDT, which highlights the need to build

competence and reduce pressure in the learning environment.

The statement “I am confident that my passion for reading will continue to grow” (WM =

3.23, High) reveals that some students are unsure about their long-term interest in reading.

Marhayani (2024) emphasized that fostering confidence in reading is crucial for developing

long-term literacy skills. Barotas and Palma (2023) noted that creating positive, interactive

environments helps maintain students' motivation and emotional well-being. Purnama, Warna,

and Sartika (2023) found that reading interest accounts for 17.5% of students' reading

comprehension achievement, demonstrating the importance of nurturing a genuine love for

reading. Ali et al. (2023) found a strong correlation between reading habits and academic

performance. These findings reflect the principles of Self-Determination Theory (SDT), which
 89

focuses on supporting students' autonomy, competence, and relatedness to ensure sustained

motivation over time.

The lowest-rated statement, “I can read for hours without losing interest” (WM = 2.98,

High), indicates that many students struggle to maintain focus during extended reading sessions.

Alfatihah and Tyas (2022) explained that students’ comprehension often suffers when they are

not fully engaged, recommending more diverse and relevant texts to maintain attention. Their

study also found a weak but positive correlation (r = 0.356) between reading interest and

comprehension. Aprilianti (2022) suggested using interactive reading activities and more

challenging content to sustain focus and build long-term reading habits. These findings support

SDT, which emphasizes that engaging, meaningful content is key to fostering intrinsic

motivation. They also suggest that teachers need to put more effort into ensuring students remain

engaged during reading sessions.

The findings from Table 3 indicate that students are more motivated to read when they have

the autonomy to choose their reading materials, connect emotionally to stories, and reflect on

their reading experiences. However, some students still face challenges in reading different

genres, staying focused during long reading sessions, and maintaining a sustained passion for

reading. Teachers should address these challenges by providing a variety of texts, encouraging

personal choice, and promoting emotional engagement with literature. Introducing genre-based

activities and interactive reflection tasks—such as group discussions or journaling—can help

students engage more confidently with different genres and connect more deeply with texts.

Supporting students in these areas can lead to more meaningful reading experiences, stronger

literacy development, and long-lasting reading habits.

In conclusion, the results demonstrate that students are more motivated and engaged when

they have the freedom to choose books, connect emotionally to stories, and reflect on their

reading. These findings are strongly supported by Self-Determination Theory, which underscores

the importance of autonomy, competence, and relatedness in fostering motivation; Reader

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Response Theory, which emphasizes personal reflection and emotional engagement with

literature; and Genre Theory, which advocates for exposure to diverse literary forms. To improve

reading interest and comprehension, teachers should foster environments that encourage

autonomy, provide a range of texts, and support reflective discussions. These practices will not

only enhance students' enjoyment of reading but also contribute to their long-term literacy

development.

Knowledge in Literary Genre

This section of the study examines how well students understand different literary genres.

Table 4 highlights their knowledge of various genres, including their features, types, and

purposes. The overall average score of 3.24 indicates that students have a solid understanding of

literary genres, with strong familiarity with popular genres such as romance, horror, science

fiction, and fantasy. However, genres like Bildungsroman, allegory, and postmodern literature

received lower scores, suggesting that these more complex genres may require further exposure

and teaching.

Table 4

Knowledge in Literary Genre

Knowledge in Literary Genre WM VD

I recognize that the genre of biography focuses on the life of a real person, while an
I understand that literary by
genres are categories used to classify works of literature based 3.44 Very High
autobiography is written the person themselves. 3.20 High
on
I know theirthat
content, style, and form.
a Bildungsroman is a coming-of-age story that follows a character’s
I can distinguish between fiction and non-fiction and know that fiction is based on 2.80 High
personal growth and development. 3.51 Very High
imagination, while non-fiction is based on facts.
I understand that a novella is a shorter work of fiction, longer than a short story but
I am familiar with the genre of historical fiction, which blends fictional characters with 3.22 High
shorter than a full-length novel. 3.22 High
real historical events.
I am familiar with the genre of satire, which uses humor, irony, and exaggeration to
I recognize that mystery novels often involve a crime or puzzle that needs to be solved 3.06 High
criticize society or politics. 3.37 Very High
by the protagonist.
I can recognize that postmodern literature often challenges traditional narrative
2.85 High
Istructures
understand andthat
plays with literature
fantasy language typically
and form.involves magical or supernatural elements. 3.46 Very High
II understand that allegory uses symbolic
am aware that the genre of science fiction characters or events
often explores to represent
futuristic deeper
concepts, moral
space 2.76
3.48 High
Very High
or political meanings.
travel, and technological advancements.
II know
know that
that magical realism
horror fiction blends fantastical
is designed to evoke elements
fear, oftenwith realisticthe
involving settings, often or
supernatural 2.96
3.54 High
Very High
found
disturbing in Latin American literature.
elements.
II can identify that speculative fiction
can identify the characteristics includes novel,
of a romance genres where
like science fiction,
the plot fantasy,
typically andon
focuses 2.99
3.56 High
Very High
dystopian fiction,
romantic relationships. imagining possible worlds or futures.
II recognize
understandthatthatthe Gothic genre
a tragedy, often
in terms includesinvolves
of drama, dark, eerie
the settings,
downfallsupernatural events,
of a protagonist 3.14
3.51 High
Very High
and a sense of dread or mystery.
due to a personal flaw or external forces.
II understand
am aware that thata the genreisofa young
comedy adult
dramatic (YA)
work thatfiction oftenends
generally addresses themes
in a happy relevant
resolution, 3.28
3.51 Very
Very High
High
to adolescents,
often involvingsuchhumor as or
identity
absurdand relationships.
situations.
Aggregate Weighted Mean 3.24 High
 91

Legend:

(WM) - Weighted Mean – 3.24

(VD) - Verbal Description – High

The students demonstrated a generally high level of understanding of literary genres, with

an aggregate weighted mean of 3.24 (High). They are well-versed in the classification of literary

works based on their content, style, and form,as indicated by the statement,"I understand that

literary genres are categories used to classify works of literature based on their content, style, and

form" shows a WM of 3.20, which corresponds to a VD of High. The second statement, "I can

distinguish between fiction and non-fiction and know that fiction is based on imagination, while

non-fiction is based on facts," indicates a WM of 3.51 with a VD of Very High. The third

statement, "I am familiar with the genre of historical fiction, which blends fictional characters

with real historical events," has a WM of 3.22 and a VD of High. The fourth statement, "I

recognize that mystery novels often involve a crime or puzzle that needs to be solved by the

protagonist," shows a WM of 3.37 with a VD of Very High. The fifth statement, "I understand

that fantasy literature typically involves magical or supernatural elements," indicates a WM of

3.46 with a VD of Very High. The sixth statement, "I am aware that the genre of science fiction

often explores futuristic concepts, space travel, and technological advancements," has a WM of

3.48 and a VD of Very High. The seventh statement, "I know that horror fiction is designed to

evoke fear, often involving the supernatural or disturbing elements," shows a WM of 3.54 with a

VD of Very High. The eighth statement, "I can identify the characteristics of a romance novel,

where the plot typically focuses on romantic relationships," indicates a WM of 3.56 with a VD of

Very High. The ninth statement, "I understand that a tragedy, in terms of drama, involves the

downfall of a protagonist due to a personal flaw or external forces," has a WM of 3.51 and a VD

of Very High. The tenth statement, "I am aware that a comedy is a dramatic work that generally

ends in a happy resolution, often involving humor or absurd situations," shows a WM of 3.51

with a VD of Very High. The eleventh statement, "I recognize that the genre of biography

focuses on the life of a real person, while an autobiography is written by the person themselves,"
 92

indicates a WM of 3.44 with a VD of Very High. The twelfth statement, "I know that a

Bildungsroman is a coming-of-age story that follows a character’s personal growth and

development," has a WM of 2.80 and a VD of High. The thirteenth statement, "I understand that

a novella is a shorter work of fiction, longer than a short story but shorter than a full-length

novel," shows a WM of 3.22 with a VD of High. The fourteenth statement, "I am familiar with

the genre of satire, which uses humor, irony, and exaggeration to criticize society or politics,"

indicates a WM of 3.06 with a VD of High. The fifteenth statement, "I can recognize that

postmodern literature often challenges traditional narrative structures and plays with language

and form," has a WM of 2.85 and a VD of High. The sixteenth statement, "I understand that

allegory uses symbolic characters or events to represent deeper moral or political meanings,"

shows a WM of 2.76 with a VD of High. The seventeenth statement, "I know that magical

realism blends fantastical elements with realistic settings, often found in Latin American

literature," indicates a WM of 2.96 with a VD of High. The eighteenth statement, "I can identify

that speculative fiction includes genres like science fiction, fantasy, and dystopian fiction,

imagining possible worlds or futures," has a WM of 2.99 and a VD of High. The nineteenth

statement, "I recognize that the Gothic genre often includes dark, eerie settings, supernatural

events, and a sense of dread or mystery," shows a WM of 3.14 with a VD of High. The twentieth

statement, "I understand that the genre of young adult (YA) fiction often addresses themes

relevant to adolescents, such as identity and relationships," indicates a WM of 3.28 with a VD of

Very High. The Aggregate Weighted Mean for knowledge in literary genres is 3.24, which is

described as High.

This section presents the results of the study on students’ knowledge of literary genres.

Table 4 summarizes the students' responses. Overall, students have good knowledge, with an

average score of 3.24, which is in the "High" category.

The highest rating of “I can identify the characteristics of a romance novel, where the plot

typically focuses on romantic relationships” (WM = 3.56, VD = Very High) reflects a strong
 93

understanding of romance novels. This score indicates that students are well-versed in

recognizing the primary focus of romance novels on relationships. This skill aligns with the

findings of Kakenhi Project (2022), which suggest that mood in literature can be consciously

identified and interpreted through emotional responses and textual features. Moreover, studies

confirm that readers can classify mood in fiction through textual cues (Cho et al., 2022; Öhman,

2022), further supporting the students’ ability to grasp the emotional tone of romantic stories.

The second highest rating, “I know that horror fiction is designed to evoke fear, often

involving the supernatural or disturbing elements” (WM = 3.54, VD = Very High), highlights

students' understanding of how conflict drives plot and character development in horror. This

matches research by Jericho Writers (2023) and Anggraeni et al. (2022), who underscore how

conflict shapes narrative direction and character development. Conflict in horror literature is

particularly effective in creating fear and suspense, contributing to students’ ability to analyze

how these elements advance the plot.

The third highest rating, “I can distinguish between fiction and non-fiction and know that

fiction is based on imagination, while non-fiction is based on facts” (WM = 3.51, VD = Very

High), reflects students’ solid understanding of how characterization develops in fiction. This

aligns with the work of Arthur et al. (2023), who emphasize that character-driven narratives help

readers engage with moral lessons. Students’ recognition of fiction's imaginative nature

strengthens their ability to analyze how characters are portrayed within fictional worlds, ensuring

deeper engagement with the narrative.

The fourth highest rating, “I am aware that the genre of science fiction often explores

futuristic concepts, space travel, and technological advancements” (WM = 3.48, VD = Very

High), indicates students’ ability to analyze the point of view in science fiction. Research by

Dixon et al. (2020) and Kuzmičová & Bálint (2020) confirms that different narrative

perspectives impact readers’ emotional responses and involvement. This understanding is

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particularly useful when analyzing how science fiction’s speculative nature relies on specific

points of view to engage readers in futuristic concepts.

The fifth highest rating, “I understand that fantasy literature typically involves magical or

supernatural elements” (WM = 3.46, VD = Very High), reflects students’ awareness of the

setting’s importance in fantasy narratives. Petersen et al. (2020) and Smith (2024) highlight that

setting influences narrative environments and story comprehension. In fantasy, the setting often

contains magical or supernatural elements, which students can identify as essential components

of the genre’s narrative structure.

The sixth highest rating, “I recognize that the genre of biography focuses on the life of a

real person, while an autobiography is written by the person themselves” (WM = 3.44, VD =

Very High), indicates that students are aware of different types of conflict, such as man vs. man,

nature, society, and self. Studies by Thompson (2025) and Davies et al. (2022) highlight how

recognizing conflict is crucial to understanding character evolution and plot development,

particularly in biographical works.

On the other hand, genres like allegory, Bildungsroman, and magical realism received lower

scores, indicating that students may struggle with these more complex forms of literature.

The statement, “I understand that allegory uses symbolic characters or events to represent

deeper moral or political meanings” (WM = 2.76, VD = High), suggests that students may

struggle with understanding how allegories convey symbolic messages. Allegories often use

symbolic characters or events to represent broader themes, such as moral or political meanings,

which can be complex to interpret. One approach to address this challenge is through Reader-

Response Theory (RRT), which encourages students to engage personally with texts. According

to Kinasih (2020), RRT-based instruction allows students to form individual interpretations,

deepening their understanding of allegorical content and symbolic elements.

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The low score of 2.80 for “I know that a Bildungsroman is a coming-of-age story that

follows a character’s personal growth and development” suggests a struggle in recognizing

narratives that emphasize psychological and moral growth. Genre Theory can help students

understand the conventions of Bildungsroman, as emphasized by Ormsbee (2020), who explains

how defining genre conventions aids in comprehension of such complex stories.

Similarly, the score of 2.85 for “I can recognize that postmodern literature often challenges

traditional narrative structures and plays with language and form” indicates difficulty in

understanding the narrative techniques of postmodern literature. Understanding fragmentation

and non-linearity in postmodern texts, as discussed by Zuhirawati (2025) and Dalfino et al.

(2023), requires a deeper engagement with how postmodernism alters traditional forms and

structures.

The score of 2.96 for “I know that magical realism blends fantastical elements with realistic

settings, often found in Latin American literature” points to students' challenges in recognizing

the magical realism genre. Genre Theory and an understanding of socio-political contexts, as

discussed by López-Calvo (2020), are essential for grasping the themes of magical realism.

Exposure to historical and cultural backgrounds can improve students' ability to recognize these

genres.

Lastly, the low score of 2.99 for “I can identify that speculative fiction includes genres like

science fiction, fantasy, and dystopian fiction, imagining possible worlds or futures” reflects a

lack of proficiency in recognizing speculative fiction. The complexity of speculative fiction’s

thematic and structural elements, as discussed by Konstantinidis (2024) and Almghrabi (2024),

requires more exposure and in-depth understanding of its cultural implications.

The score of 3.06 for “I am familiar with the genre of satire, which uses humor, irony, and

exaggeration to criticize society or politics” (VD = High) indicates a moderate understanding of

satire. However, students may find it difficult to understand the underlying critiques in satirical
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texts. Gilbas (2021) and other scholars suggest that a deeper understanding of the historical and

cultural contexts of satire can help students engage more effectively with satirical works.

These findings reveal that students show a strong understanding of more popular literary

genres like romance, horror, and science fiction, while struggling with more complex genres

such as allegory, Bildungsroman, and magical realism. The use of Genre Theory and Reader-

Response Theory can help bridge these gaps and enhance students' engagement with challenging

literary forms.

The findings suggest that students have a strong understanding of genres such as romance,

horror, and science fiction, likely due to frequent exposure in popular media. However, genres

such as allegory, Bildungsroman, postmodern literature, and magical realism are less familiar

and require more focused instruction. To bridge these gaps, educators should incorporate

comprehensive genre-based instruction that not only explains the structural features of each

genre but also provides cultural and historical context. The use of Reader-Response Theory

(RRT) and Genre Theory can enhance students' engagement with more complex literary genres

by encouraging personal connections to the texts and a deeper understanding of their

conventions.

Reader-Response Theory (RRT) focuses on how readers interact with and interpret texts

based on their personal experiences and knowledge. It suggests that students' varying

understanding of genres is influenced by their prior experiences and emotional responses to

literature. Genres like romance and horror, which students are more familiar with, align with

RRT principles by highlighting the emotional and personal connections that aid in understanding.

Teachers can use RRT to guide students in making personal connections with difficult

genres like allegory or Bildungsroman to improve comprehension.

Genre Theory emphasizes that understanding a genre involves recognizing its conventions,

structures, and social/cultural context. It is especially relevant when discussing students'

familiarity with genres like romance, horror, and science fiction, and their struggles with genres
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like postmodern literature or magical realism. Educators can apply Genre Theory by focusing on

the unique conventions of genres and making students aware of the historical and cultural

context that shapes these genres.

Self-Determination Theory emphasizes intrinsic motivation and the importance of

autonomy, competence, and relatedness in learning. It is linked to students’ higher scores in

genres like romance or horror, which align with their personal interests and motivations. To

enhance engagement and understanding, educators could allow students to explore genres that

resonate with their personal interests or relate content to their lives.

Future research could explore how factors such as age, education, and cultural background

influence students' comprehension of literary genres. By better understanding these factors,

educators can tailor their instruction to address the specific needs of their students.

Knowledge in Literary Elements

This section presents the students' level of understanding of key literary elements such as

plot, setting, character, theme, and narrative techniques. Table 5 displays how well students can

identify, interpret, and analyze these elements in various texts. With an aggregate weighted mean

of 3.35 and a verbal description of Very High, the results indicate that students demonstrate

strong competence in recognizing and applying literary concepts. This suggests a solid

foundation in literary analysis, especially in commonly taught elements like plot structure,

characterization, and figurative language.

Table 5

Knowledge in Literary Elements

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I know how imagery is used to create vivid pictures in the reader’s mind. 3.40 Very High
I can identify the tone of a work Knowledge in Literary
and understand how itElements
reflects the author’s attitude. WM
3.30 VD
Very High
II can
am aware of the different types of conflict, such as man vs.and
identify literary elements like plot, characters, setting, theme in asociety,
text. and self. 3.53 Very
man, nature, 3.40 Very High
High
I understand how characterization
the role of dialogue indevelops
revealingcharacters
characterand
andcontributes
advancing the to the story.
plot. 3.52
3.32 Very High
II know how symbolism
can distinguish between works in story
a short literature
and and can based
a novel recognize its deeper
on their lengthmeanings.
and complexity. 3.20
3.28 High
Very High
I can identify narrative
differentiate techniques,
between such as genres,
various literary flashbacks
suchandas foreshadowing,
fiction, poetry, anduseddrama.
by authors. 3.29
3.44 Very High
I can explain how the structure of a plot influences the progression
understand the significance of setting and how it influences the narrative. of the story. 3.04
3.38 High
Very High
I understand
can analyzethethedifference between
point of view used figurative language,
in a story and likeonmetaphors
its effect the reader.and similes. 3.23
3.37 High
Very High
I understand how conflict drives the plot and develops the characters.
different narrative perspectives (e.g., first-person, third-person) affect the 3.41 Very High
3.38 Very High
I can identify
reader’s the mood of a literary work and understand how it’s created.
experience. 3.30 Very High
I understand the structure of a plot, including exposition, rising action, climax, and
3.40 Very High
resolution.
I can identify and explain the concept of theme and how it relates to the message of the
3.30 Very High
story.
I understand how literary elements like setting, character, and conflict work together to
3.49 Very High
shape a story’s theme.
Aggregate Weighted Mean 3.35 Very High
Legend: 3.25-4.00-Very High; 2.50– 3.24-High;1.75 – 2.49-Low; 1.00 – 1.74–Very Low

Legend:

(WM) Weighted Mean – 3.35

(VD) Verbal Description – Very High

The data reveals that the first statement, "I can identify literary elements like plot,

characters, setting, and theme in a text," indicates a weighted mean (WM) of 3.53 with a verbal

description (VD) of Very High. The second statement, "I understand how characterization

develops characters and contributes to the story," shows a WM of 3.52 with a VD of Very High.

The third statement, "I know how symbolism works in literature and can recognize its deeper

meanings," indicates a WM of 3.20 with a VD of High. The fourth statement, "I can differentiate

between various literary genres, such as fiction, poetry, and drama," has a WM of 3.44 with a VD

of Very High. The fifth statement, "I understand the significance of setting and how it influences

the narrative," indicates a WM of 3.38 with a VD of Very High. The sixth statement, "I can

analyze the point of view used in a story and its effect on the reader," shows a WM of 3.37 with a

VD of Very High. The seventh statement, "I understand how conflict drives the plot and develops

the characters," indicates a WM of 3.41 with a VD of Very High. The eighth statement, "I can

identify the mood of a literary work and understand how it’s created," has a WM of 3.30 with a

VD of Very High. The ninth statement, "I know how imagery is used to create vivid pictures in
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the reader’s mind," indicates a WM of 3.40 with a VD of Very High. The tenth statement, "I can

identify the tone of a work and understand how it reflects the author’s attitude," shows a WM of

3.30 with a VD of Very High. The eleventh statement, "I am aware of the different types of

conflict, such as man vs. man, nature, society, and self," indicates a WM of 3.40 with a VD of

Very High. The twelfth statement, "I understand the role of dialogue in revealing character and

advancing the plot," has a WM of 3.32 with a VD of Very High. The thirteenth statement, "I can

distinguish between a short story and a novel based on their length and complexity," indicates a

WM of 3.28 with a VD of Very High. The fourteenth statement, "I can identify narrative

techniques, such as flashbacks and foreshadowing, used by authors," shows a WM of 3.29 with a

VD of Very High. The fifteenth statement, "I can explain how the structure of a plot influences

the progression of the story," indicates a WM of 3.04 with a VD of High. The sixteenth

statement, "I understand the difference between figurative language, like metaphors and similes,"

has a WM of 3.23 with a VD of High. The seventeenth statement, "I understand how different

narrative perspectives (e.g., first-person, third-person) affect the reader’s experience," indicates a

WM of 3.38 with a VD of Very High. The eighteenth statement, "I understand the structure of a

plot, including exposition, rising action, climax, and resolution," shows a WM of 3.40 with a VD

of Very High. The nineteenth statement, "I can identify and explain the concept of theme and

how it relates to the message of the story," indicates a WM of 3.30 with a VD of Very High. The

twentieth statement, "I understand how literary elements like setting, character, and conflict work

together to shape a story’s theme," has a WM of 3.49 with a VD of Very High. The aggregate

weighted mean for all statements is 3.35, which corresponds to a verbal description of Very

High.

Table 5 shows the results of the study on students’ knowledge of literary elements. The data,

collected through a questionnaire, highlights areas where students are strong, such as identifying
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literary elements, understanding character development, and recognizing how different elements

work together to shape a story’s theme.

The highest-rated statement, “I can identify literary elements like plot, characters, setting,

and theme in a text,” received a weighted mean of 3.53 (Very High), indicating that students feel

confident in recognizing key story elements. This finding aligns with Sugandi et al. (2022), who

demonstrated that story maps significantly enhance students' understanding of narrative texts by

visually organizing elements such as plot, setting, and characters. Similarly, Beyhatın and

Özdemir (2022) showed that story maps engage young learners and improve their

comprehension of literary components. These studies highlight the effectiveness of visual tools

in simplifying complex texts and fostering deeper understanding.

This result also supports Reader-Response Theory (RRT), which posits that readers actively

construct meaning through engagement with texts (Rosenblatt, 1995). As students identify and

reflect on literary elements, they engage with the text to co-create meaning. Bist and Kandel

(2024) argued that students who connect personally with story elements develop a deeper

understanding and engagement. Thus, students' ability to identify literary components suggests

they possess foundational skills that prepare them for more advanced analytical readings.

The second-highest-rated statement, “I understand how characterization develops characters

and contributes to the story,” scored a weighted mean of 3.52 (Very High), suggesting that

students grasp how authors develop characters and how these characters influence the narrative.

Hoque et al. (2023) introduced "Portrayal," a Natural Language Processing (NLP) tool that helps

students analyze character development. Their study found that digital tools increased students'

awareness of character growth. Similarly, Neis et al. (2023) utilized eye-tracking technology to

explore how students emotionally connect with characters. Their findings revealed that students

who form emotional bonds with characters exhibit deeper comprehension. This supports Reader-

Response Theory, which highlights emotional engagement in meaning-making. Suarez and Diva
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(2022) further emphasized that personal reactions to characters foster literary engagement.

Therefore, students' understanding of characterization reflects their capacity to interpret

characters both emotionally and analytically.

The third-highest-rated statement, “I understand how literary elements like setting,

character, and conflict work together to shape a story’s theme,” scored a weighted mean of 3.49

(Very High), indicating that students recognize not only individual elements but also their

interactions in conveying the story's theme. Neis et al. (2023) found that students who connect

elements like setting, character, and conflict to the theme exhibit increased engagement and

comprehension, enhancing their focus during reading. Similarly, Öhman and Rossi (2023) argued

that readers often form emotional attachments to elements like setting and character, which

deepens their understanding of the theme. This aligns with Reader-Response Theory, which

emphasizes personal interpretation. When students relate elements such as setting and conflict to

their own experiences, they deepen their understanding of the theme, demonstrating both critical

thinking and engaged reading.

The statement, “I can differentiate between various literary genres, such as fiction, poetry,

and drama,” scored a weighted mean of 3.44 (Very High), suggesting that students understand

the distinct features of different genres. Zhou (2023) argued that genre awareness promotes

critical thinking by helping students recognize how texts are structured according to their genre.

This aligns with Genre Theory (GT), which emphasizes the interpretive strategies readers

apply to different genres. Khadija and Ennam (2024) noted that recognizing genre differences

enhances critical thinking and independent analysis. Boakye (2021) found that students with

strong genre knowledge perform better academically by applying appropriate reading strategies.

Additionally, Hamimed (2021) emphasized that genre-based instruction enhances both literary

and language skills. These findings underscore the importance of genre awareness in helping

students analyze and appreciate diverse texts.

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The statement, “I understand how conflict drives the plot and develops characters,” scored a

weighted mean of 3.41 (Very High), indicating that students comprehend the crucial role conflict

plays in both plot development and character evolution. Meity et al. (2024) explained that both

internal and external conflicts are central to advancing the narrative and stimulating character

growth. Kaowiwattanakul (2021) emphasized that conflict is essential in revealing character

transformation. Hoter, Yazbak Abu Ahmad, and Azulay (2024) explored how immersive

environments impact readers' empathy and understanding of conflict, finding that students who

emotionally connect with characters in conflict engage more deeply with the narrative. These

findings support Reader-Response Theory, which suggests that emotional engagement with

elements like conflict contributes to meaning-making. Therefore, students’ understanding of how

conflict shapes both the plot and characters reflects their ability to critically analyze these

components.

The statement, “I know how imagery is used to create vivid pictures in the reader’s mind,”

scored a weighted mean of 3.40 (Very High), indicating that students recognize how imagery

enhances the reader's experience by evoking mental images. Paudyal (2023) explained that

imagery engages the senses, helping students visualize scenes and thereby improving

comprehension. Rodríguez Sua (2021) found that techniques like visualization foster deeper

comprehension and engagement. Hazaymeh et al. (2022) demonstrated that visual learning in

literature classes promotes critical thinking by encouraging students to reflect on the images they

create. Hossain (2024) argued that visualization improves both comprehension and analysis.

These studies align with Self-Determination Theory (SDT) (Deci & Ryan, 2000), which

posits that students are more motivated when learning is personally meaningful. By forming

mental images and connecting them to personal experiences, students enhance both emotional

and intellectual engagement with texts.

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The statement, “I can explain how the structure of a plot influences the progression of the

story,” scored a weighted mean of 3.04 (High), suggesting that students have a basic

understanding of plot structure but need further development. While students can identify key

plot elements like exposition, rising action, climax, and resolution, they may not fully grasp how

these components interact to shape the narrative's progression. Reagan et al. (2020) emphasized

that narrative structure guides the reader's emotional and cognitive engagement. Similarly,

Fiveable (2023) and Myers (2025) highlighted the importance of understanding the sequence and

relationships of plot components to interpret character and theme development. These findings

support Reader-Response Theory, encouraging deeper engagement with narrative structures to

enhance analysis.

The statement, “I know how symbolism works in literature and can recognize its deeper

meanings,” scored a weighted mean of 3.20 (High), suggesting that students have a general

familiarity with symbolism but require further instruction to decode its layered meanings. Dasari

(2023) explained that symbolism links abstract ideas with concrete elements, requiring

interpretative depth. Biscontini (2024) added that interpreting symbols is key to understanding a

text's deeper themes. While students may recognize common symbols, their ability to interpret

them critically still needs development. This finding aligns with Genre Theory, which

emphasizes the varied use of symbolism across literary forms.

The statement, “I can distinguish between a short story and a novel based on their length

and complexity,” received the lowest weighted mean of 3.28 (High), suggesting that while

students recognize surface-level differences, they may struggle with deeper structural and

thematic distinctions. Mahfoudhi, Abdalla, and Al-Sulaihim (2023) discussed how short stories

emphasize immediacy and precision, while novels offer extended explorations of characters and

themes. The complexity of this distinction may make it difficult for students to differentiate the

two forms effectively. Further instruction on genre structure and narrative scope could help

strengthen this skill.

The statement, “I can identify narrative techniques, such as flashbacks and foreshadowing,

used by authors,” received the lowest weighted mean of 3.29, indicating that students need more
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in-depth instruction on these literary devices. Flashbacks and foreshadowing are crucial

techniques authors use to create suspense and reveal character motivations. However, these

concepts can be challenging for students still developing interpretative skills. Shuhaib (2024)

explored how foreshadowing in Mrs. Dalloway builds suspense and shapes expectations.

Okereke (2020) showed how flashbacks in Harvest of Thorns uncover psychological depth and

character motivations. Han et al. (2022) cautioned that flashbacks can confuse readers if not

integrated smoothly. Walker and Harbus (2023) argued that identifying foreshadowing requires

sophisticated interpretive skills. These studies suggest that while students may recognize these

devices, they need further instruction to understand their narrative impact. This finding aligns

with Reader-Response Theory, which encourages readers to analyze texts more deeply by

engaging with narrative structure and technique.

The statement, “I can identify and explain the concept of theme and how it relates to the

message of the story,” received a weighted mean of 3.30 (Very High), indicating that students

have a solid understanding of theme but may still struggle with fully interpreting how themes

convey deeper meanings. Mishra and Dey (2022) argued that recognizing themes requires

analytical thinking and the ability to synthesize abstract ideas, which can be challenging for

learners, especially when refining interpretative skills. They noted that understanding themes is

crucial for interpreting broader societal or philosophical messages in literary works. Bouziane

and Ladraa (2024) added that short stories, due to their compact structure, effectively help

students gradually familiarize themselves with recurring themes like love, morality, or justice.

These findings suggest that while students can identify themes, they would benefit from more

guided exploration of how themes relate to the story's overall message. Thematic analysis

encourages students to explore how authors use literary elements to communicate broader

societal, cultural, or moral insights.

Similarly, the statement, “I understand the role of dialogue in revealing character and

advancing the plot,” scored a weighted mean of 3.32 (Very High), suggesting that while students
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understand the surface-level function of dialogue, they may struggle with recognizing its deeper

narrative roles. Si, Ammanabrolu, and Riedl (2021) emphasized that dialogue is essential in

defining character relationships and advancing the plot in ways that sustain reader engagement.

Villegas (2024) further noted that dialogue reveals inner conflicts, emotional depth, and

relational complexities, essential for understanding character motivation. Anu and Deepa (2025)

discussed how dialogue can offer insights into cultural identity, influencing the reader's

perception of characters and enriching their understanding of the story's social and cultural

context. While students may recognize the importance of dialogue, these studies suggest they

may need further instruction on how dialogue contributes not only to character development but

also to tone, mood, and thematic development. Analyzing the subtleties of dialogue—such as

shifts in tone, word choice, and pacing—could significantly deepen students’ understanding of its

narrative significance.

The findings from this study suggest that while students demonstrate a strong understanding

of certain literary elements, there is still room for growth in areas such as plot structure,

symbolism, narrative techniques, and themes. To address these areas, educators can incorporate

pedagogical approaches grounded in Reader-Response Theory (RRT), Genre Theory (GT), and

Self-Determination Theory (SDT). RRT encourages students to engage more personally and

interpretively with texts, helping them develop a deeper understanding of narrative structures,

symbolism, and thematic development. GT, on the other hand, focuses on the importance of

recognizing and analyzing the conventions and structures of different literary genres. This

framework aids students in distinguishing between the narrative techniques used across genres

and understanding how each genre influences both the story and the reader’s engagement. SDT

promotes intrinsic motivation by allowing students more autonomy in exploring literary themes

and techniques. By fostering a classroom environment that encourages self-directed learning and

personal engagement, educators can inspire students to delve more deeply into texts, leading to
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greater academic motivation and comprehension. By integrating these theories, educators can

create a more holistic approach to literary instruction that not only improves students’ analytical

skills but also fosters a sense of ownership and curiosity in their learning process.

In conclusion, while students show a solid understanding of many literary elements, there is

still considerable room for improvement. By applying pedagogical approaches informed by RRT,

GT, and SDT, educators can support student engagement, comprehension, and critical thinking.

This approach will help students develop stronger analytical skills, ultimately enabling them to

become more confident, proficient, and thoughtful readers. As educators refine their methods and

incorporate these theoretical frameworks, they will empower students to engage more deeply

with literature, fostering a lifelong appreciation for reading and interpretation.

Relationship Between Motivation in Reading Literature and Knowledge of Literary Genre

Table 6 examines the relationship between motivation in reading literature and knowledge

of literary genres. It aims to understand how familiarity with various genres affects a reader's

motivation to engage with texts. The table presents key data that highlight important trends and

insights, contributing to a deeper understanding of how genre knowledge influences reading

motivation.

Table 6

Relationship Between Motivation in Reading Literature and Knowledge of Literary Genre

Strength of
Variables r-value p-value Decision Remarks
Correlation

Motivation in
Reading
Literature and 0.698* Moderate Positive 0.001 Reject H0 Significant
Knowledge on
Literary Genre

*significant at p<0.05 (two-tailed)

The relationship between motivation in reading literature and knowledge of literary genres,

as shown in Table 6, reveals a moderate positive correlation with an r-value of 0.698. This

indicates that as motivation to read literature increases, knowledge of literary genres also tends to

increase. The correlation is statistically significant, with a p-value of 0.001, which is less than the
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0.05 significance level. As a result, the null hypothesis (H₀), which suggests no relationship

between these two variables, is rejected. In conclusion, the data supports the idea that greater

motivation in reading literature is associated with a stronger understanding of literary genres.

The results of this study, as presented in Table 7, reveal a significant, moderate positive

relationship (r = 0.698, p = 0.001) between students' motivation in reading literature and their

knowledge of literary genres. This suggests that students who are more motivated to read

literature tend to have a better understanding of and greater ability to recognize different literary

genres. These findings are consistent with prior research, which underscores the critical role that

motivation plays in engaging students with literary texts and improving their capacity to analyze

and categorize literary genres. To better understand this relationship, we draw on three key

theoretical frameworks: Self-Determination Theory (SDT), Reader-Response Theory, and Genre

Theory. Each of these frameworks emphasizes the active role of motivation, engagement, and

personal interpretation in learning, offering valuable insights into the observed connection

between motivation and literary genre knowledge.

Self-Determination Theory (SDT), developed by Deci and Ryan (1985), is central to

understanding how motivation influences students' engagement with literature. SDT posits that

when students experience autonomy, competence, and relatedness, their intrinsic motivation

increases, leading to better academic outcomes. This theory helps explain why motivated

students are more likely to engage deeply with literary texts and develop a greater understanding

of literary genres. Several studies provide evidence supporting this framework.

For instance, De Smedt et al. (2020) conducted research on students from third to eighth

grade, exploring how intrinsic and identified regulation (types of autonomous motivation)

influenced reading and writing motivation. Their findings revealed that autonomous motivation

was positively linked to increased engagement and improved comprehension. Specifically,

students with higher intrinsic motivation were better able to understand literary concepts, a result

that aligns with the present study’s finding of a positive relationship between motivation in

reading literature and knowledge of literary genres.

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Similarly, Rothes et al. (2022) examined how self-determination and achievement goals

affected learning engagement among traditional and nontraditional students. Their study found

that autonomous motivation significantly predicted learning engagement, suggesting that

motivated students are more likely to immerse themselves deeply in reading tasks. This supports

the current study's results, reinforcing the idea that motivation fosters deeper engagement with

literature, which leads to a better understanding of literary genres.

Furthermore, Songnuan and Nomnian (2023) investigated the motivational orientations of

science students reading in English as a Foreign Language (EFL). They discovered that

identified regulation, a type of autonomous motivation, was the most prevalent among students.

This motivation type, where students find personal value in reading, was associated with greater

engagement. Their research suggests that when students view reading as personally valuable,

they are more likely to engage with diverse literary genres. This supports our study’s findings

that motivated students demonstrate a more profound understanding of literary genres.

In addition to SDT, Reader-Response Theory offers valuable insights into the role of

motivation in reading literature. Proposed by Rosenblatt (1978), this theory emphasizes the

active role of the reader in interpreting texts. It suggests that meaningful engagement with

literature arises from personal responses shaped by the reader’s individual experiences and

emotional connections. According to Kunjanman and Aziz (2021), when students are encouraged

to respond personally to texts, their understanding of literature deepens. Motivated students are

more likely to engage personally with literary texts, allowing them to identify and analyze genre-

specific features.

The findings of the current study support this view. Motivated students tend to engage more

deeply with literary works, fostering their ability to recognize various literary genres. This

personal engagement not only helps them connect with the content but also enhances their

understanding of the conventions and characteristics that define different genres. Thus, Reader-

Response Theory underscores the importance of motivation in shaping students' ability to engage

with and analyze literary genres.

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Genre Theory further supports the relationship between motivation and knowledge of

literary genres. This theory focuses on understanding the conventions and characteristics of

different genres, emphasizing that familiarity with these features enhances literary analysis.

Motivated students are more likely to explore a variety of genres, which allows them to

recognize the distinct features and patterns that define each genre. The motivation to engage with

diverse texts promotes a deeper understanding of genre-specific conventions, enhancing students’

analytical skills.

The findings in this study indicate that motivation plays a crucial role in encouraging

students to explore various genres. As students become more motivated to engage with a range of

literary texts, they develop a broader understanding of the characteristics and conventions that

define different genres, ultimately enhancing their ability to identify and analyze literary texts

more effectively.

The findings of this study suggest that fostering intrinsic motivation in students is critical to

improving their understanding of literary genres. Educators can enhance students' literary

knowledge by focusing on strategies that promote motivation. By applying the principles

outlined in SDT, Reader-Response Theory, and Genre Theory, educators can create environments

that encourage deeper engagement with literature.

To apply SDT, educators can create learning environments that support students' autonomy,

competence, and relatedness. For example, giving students choices in the texts they read,

encouraging self-directed learning, and fostering a sense of community in the classroom can all

increase intrinsic motivation. These strategies can help students develop a deeper connection

with literary genres.

In line with Reader-Response Theory, educators can encourage students to respond

personally to the texts they read, fostering emotional connections and enhancing their

engagement. Activities that prompt students to reflect on their personal experiences with

literature, such as journals or group discussions, can deepen their understanding of literary texts

and genres.
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Lastly, incorporating Genre Theory into the curriculum can help students develop a strong

grasp of the conventions and characteristics of various genres. Educators can design activities

that encourage students to explore different genres and analyze their distinct features, thus

enhancing their ability to recognize and understand literary genres more thoroughly.

In conclusion, this study highlights the significant role of motivation in enhancing students'

understanding of literary genres. The positive relationship between motivation in reading

literature and knowledge of literary genres (r = 0.698, p = 0.001) aligns with existing research,

which underscores the importance of intrinsic motivation for engagement and academic success.

By fostering intrinsic motivation in students—especially through the principles of SDT, Reader-

Response Theory, and Genre Theory—educators can help students engage more deeply with

literature, ultimately improving their ability to analyze and appreciate different literary genres.

This study emphasizes that supporting students' motivation to read not only improves their

reading skills but also deepens their understanding of literary genres, helping them develop

stronger literary analysis skills.

Test of the Relationship Between Motivation in Reading Literature and Knowledge of

Literary Elements

Table 7 presents the results of a test examining the relationship between motivation in

reading literature and knowledge of literary elements. This analysis explores whether individuals'

motivation to read literature is linked to their understanding of key literary elements such as plot,

character, setting, and theme. By investigating this relationship, we aim to understand how

motivation might influence one's ability to grasp and appreciate these literary components. The

findings from this table will provide valuable insights into the significance of this connection.

Table 7

Test of the Relationship Between Motivation in Reading Literature and Knowledge of Literary
Elements
Strength of
Variables r-value p-value Decision Remarks
Correlation

Motivation in
Reading Literature
0.688* Moderate Positive 0.001 Reject H0 Significant
and Knowledge on
Literary Elements

*significant at p<0.05 (two-tailed)

 111

The results presented in Table 7 show a significant moderate positive correlation (r = 0.688)

between motivation in reading literature and knowledge of literary elements. The correlation

indicates that as an individual's motivation to read literature increases, their understanding of

literary elements also tends to improve. The p-value of 0.001, which is less than the 0.05

significance level, leads to the rejection of the null hypothesis (H0), suggesting that the observed

relationship is statistically significant. This finding highlights that motivation plays an important

role in enhancing one’s knowledge of literary elements, confirming the importance of motivation

in literary learning.

Table 7 presents the test of the relationship between motivation in reading literature and

knowledge of literary elements. The correlation coefficient of r=0.688r = 0.688r=0.688 indicates

a moderate positive relationship between the two variables. This relationship is statistically

significant with a p-value of 0.001, well below the threshold of 0.05, providing strong evidence

to reject the null hypothesis. Consequently, the findings support the conclusion that as students'

motivation to read literature increases, their understanding of literary elements also improves.

This finding aligns with the work of Boakye (2021), who demonstrated that motivation

significantly influences reading comprehension, particularly in English as a Second Language

(ESL) contexts. Boakye (2021) emphasized how intrinsic motivation fosters deeper engagement

with texts, which naturally extends to a better understanding of literary elements. This supports

the moderate positive correlation observed in the present study between motivation and

knowledge of literary elements.

In addition to Boakye's findings, recent studies by Chen and Fang (2022) and Lin and Li

(2022) further reinforce the role of motivation in improving reading comprehension. Both studies

argue that higher motivation in reading is associated with the use of more effective reading

strategies, which ultimately leads to a better understanding of literary elements. Motivated

readers engage more deeply with texts, improving cognitive involvement and interpretative

effort. This deeper engagement enhances students' understanding of literary concepts.

 112

Zygouris-Coe (2024) highlights strategies that can enhance students' reading motivation,

which, in turn, can improve their engagement with literary concepts. By fostering motivation,

educators help students develop stronger literary competence, supporting the positive correlation

between motivation and literary understanding observed in this study. However, Jones (2020)

cautions against oversimplifying the measurement of reading motivation. External rewards and

environmental factors, such as classroom incentives or peer influence, can also impact

motivation and should be considered in studies like this. Despite this, the significant correlation

observed in this study emphasizes that, when motivation is measured accurately, it plays a crucial

role in enhancing students’ knowledge of literary elements.

Xiao (2023) further supports the importance of motivation in predicting reading behavior

and achievement. Xiao (2023) suggests that motivated students engage more deeply with texts,

which not only enhances their comprehension but also their ability to identify and understand

literary elements. This reinforces the idea that motivation is a crucial factor in literary

comprehension.

From a theoretical perspective, the findings of this study align with Reader-Response

Theory, which emphasizes the active role of readers in interpreting and engaging with texts.

Abdulridha and Abdul Latiff (2020) and Youssef (2021) argue that when students personally

relate to literature through reader-response strategies, they develop a deeper comprehension and

interpretation of literary elements. This active engagement allows readers to form stronger

connections with texts, improving their ability to analyze literary features. Amer (2020) supports

this view, noting that strategies encouraging active reader engagement not only motivate students

but also enhance their literary competence. Thus, Reader-Response Theory provides a

compelling explanation for why motivated readers tend to demonstrate a better understanding of

literary elements.

The study also draws on Genre Theory, which suggests that readers’ ability to identify and

understand literary elements is influenced by their familiarity with various genres and their

motivation to engage with them. Motivated readers are more likely to explore a variety of genres,
 113

improving their ability to recognize and appreciate the literary features characteristic of each

genre. For example, readers familiar with the conventions of poetry may engage differently with

literary elements than those reading fiction or drama. By fostering motivation, educators can

encourage students to explore diverse genres, ultimately broadening their literary competence

and enhancing their ability to analyze literary elements from different perspectives.

Lastly, Self-Determination Theory (SDT) offers another framework for understanding how

motivation influences learning outcomes. SDT posits that intrinsic motivation—driven by

personal interest and enjoyment—leads to better engagement and achievement in academic

domains, including literature. Motivated readers are more likely to invest effort in learning

literary concepts because they find the activity personally rewarding. This theory further supports

the positive relationship between motivation and knowledge of literary elements observed in this

study.

The significant correlation between motivation and knowledge of literary elements has

important implications for educators. First, fostering intrinsic motivation in students can lead to

deeper engagement with literary texts and a better understanding of literary elements. Strategies

to achieve this include tailoring reading materials to students' personal interests, as suggested by

Chen and Fang (2022) and Lin and Li (2022). By aligning reading activities with students’

intrinsic interests, educators can promote sustained motivation, which in turn leads to a better

grasp of literary elements.

Furthermore, as emphasized by Zygouris-Coe (2024) and Abdulridha and Abdul Latiff

(2020), educators should integrate reader-response strategies into their teaching. These strategies

encourage students to connect with texts on a personal level, enhancing both their motivation to

read and their ability to analyze literary elements effectively. By encouraging personal

connections with literature, educators can help students engage more deeply, improving their

comprehension of literary concepts.

Finally, the application of Genre Theory and Self-Determination Theory suggests that

educators should expose students to a broad range of literary genres and encourage them to

explore these genres with intrinsic motivation. This exposure not only boosts students' interest in
 114

reading but also enhances their ability to understand and analyze literary elements from various

perspectives. By incorporating these theories into teaching practices, educators can help students

develop stronger literary competencies, ultimately benefiting their academic success and

personal growth as readers.

 115

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