Author

Angelene W. Degan*
Saint Tonis College Incorporated, Nambaran, Tabuk City, Kalinga, Philippines

Abstract

This study determined the influence of English language on the reading comprehension of tertiary students at St. Tonis College Incorporated, Tabuk City, Kalinga. Specifically, it aimed to determine the learners’ reading comprehension levels, identify challenges encountered when learning in English, and propose pedagogical strategies to enhance comprehension. The study employed a descriptive method involving 40 first-year tertiary students. A researcher-made Reading Comprehension Test assessed comprehension across literal, interpretive, and critical levels, while Focus Group Discussions (FGDs) and teacher observation logs provided qualitative insights into learner experiences and instructional practices. Findings revealed that most learners demonstrated “good” reading comprehension, but vocabulary limitations, unfamiliarity with academic discourse, and difficulty interpreting complex texts remained significant challenges. Thematic analysis of FGDs identified five major themes affecting comprehension: limited vocabulary, lack of background knowledge, reading anxiety, insufficient metacognitive strategies, and limited exposure to English academic texts. Observation logs indicated that scaffolding, guided practice, and teacher-led vocabulary support improved engagement and understanding. Pedagogical implications suggest prioritizing explicit vocabulary instruction, integrating metacognitive reading strategies, building contextual knowledge, fostering learner confidence, and implementing continuous assessment and feedback. This study contributes to the body of knowledge on language-mediated learning in multilingual contexts, highlighting the critical role of instructional language in shaping comprehension outcomes. The findings underscore the need for evidence-based teaching strategies and curriculum adjustments to support English-medium instruction, particularly for learners from linguistically diverse backgrounds.

Keywords: English language, reading comprehension, tertiary students, vocabulary instruction, metacognitive strategies, multilingual education.

*Corresponding author/ Email: deganangelene418@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502939

Recommended citation:
Degan, A. W. (2026). English language and its influence on the reading comprehension of tertiary students. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 761-772. http://doi.org/10.69651/PIJHSS0502939

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