Bridging Cultures, Boosting Reading: Effectiveness of Culture-Based Activities on ESL Learners
DOI:
https://doi.org/10.64612/ijiv.v2i4.99Keywords:
Community needs, English teaching, Reading comprehension, Embedded mixed-method research, PhilippinesAbstract
This study examined the effectiveness of culture-based activities in teaching reading among ESL students of Lapulapu–Cebu International College during the Academic Year 2025–2026. Specifically, it determined the students’ reading proficiency before and after the implementation of culture-based activities, identified whether a significant difference existed between the pretest and posttest scores, explored students’ experiences in participating in the activities, and developed the JM’s Cultured-Based Lesson Plan based on the findings. An embedded mixed-method research design was employed. Quantitative data were gathered from 42 ESL students using a validated reading pretest and posttest, while qualitative data were obtained through a focus group discussion with 10 participants. Results showed that students demonstrated a moderate level of reading proficiency prior to the intervention and a high level after the implementation of culture-based activities. A paired-sample t-test revealed a statistically significant difference between the pretest and posttest scores (t(40) = –10.26, p < .001), leading to the rejection of the null hypothesis. Qualitative findings indicated that students developed improved metacognitive awareness through reflective journaling, increased confidence and emotional readiness to use English, enhanced cultural awareness, effective peer collaboration, and manageable vocabulary and grammar challenges through support strategies. Based on these findings, a culture-based reading lesson plan was developed and proposed for utilization to enhance culturally-responsive reading instruction.
References
Alkhudiry, R. (2022). The contribution of Vygotsky’s sociocultural theory in mediating L2 knowledge co-construction. Theory and Practice in Language Studies, 12(10), 2117–2123. https://doi.org/10.17507/tpls.1210.19
Augusto , W., Perez , N., & Enoc , J. (2026). Challenges of Filipino Special Education Teachers in the United States. International Journal of Interdisciplinary Viewpoints , 2(3), 1–11. https://doi.org/10.64612/ijiv.v2i3.93
Azizi, M., Hadipourfard, E., & Bavali, M. (2022). The impact of using gloss-mediated vocational vocabulary learning on the oral authentic use of vocational vocabularies among Iranian ESP learners. http://dx.doi.org/10.47750/jett.2022.13.02.028
Boers, F. (2022). Glossing and vocabulary learning. Language Teaching. https://doi.org/10.1017/S0261444821000252
Cariaga, R. (2025). Constructivism in Online Learning: A Qualitative Thematic Meta-Synthesis. International Journal of Interdisciplinary Viewpoints , 1(6), 727–731. https://doi.org/10.64612/ijiv.v1i6.53
Cariaga, R., Dagunan, M. A., Cariaga, V., Sabidalas, M. A., El Halaissi, M., & Bacatan, J. (2025). Rethinking Parental Involvement in Developing Countries: Toward Inclusive and Culturally Responsive Education. International Journal of Interdisciplinary Viewpoints , 1(5), 631–637. https://doi.org/10.64612/ijiv.v1i5.39
Cariaga, R., Sabidalas, M. A., Dagunan, M. A., Refugio, C., Cariaga, V., Gerodias, E., & Cubero, G. (2025). Challenges of Pre-service Teachers in K–12 Classrooms: An Explanatory Case Study. International Journal of Interdisciplinary Viewpoints , 1(6), 732–737. https://doi.org/10.64612/ijiv.v1i6.54
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL quarterly, 17(4), 553-573. https://doi.org/10.2307/3586613
Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446. https://doi.org/10.1111/0023-8333.00095
Fabros, B. G., & Ibañez, E. D. (2023). Effectiveness of utilizing graphic organizers in improving conceptual understanding towards operations of fractions among teachers. International Journal of Instruction, 16(1), 507-526. https://doi.org/10.29333/iji.2023.16128a
Hossain, K. I. (2024). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences & Humanities Open, 9, 100781. https://doi.org/10.1016/j.ssaho.2023.100781
https://doi.org/10.1155/2022/3514892
Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159-165. https://doi.org/10.1080/00405849509543675
Li, G., Arase, Y., & Crespi, N. (2025, April). Aligning sentence simplification with ESL learner’s proficiency for language acquisition. In Proceedings of the 2025 Conference of the Nations of the Americas Chapter of the Association for Computational Linguistics: Human Language Technologies (Volume 1: Long Papers) (pp. 492-507). https://doi.org/10.18653/v1/2025.naacl-long.21
Mirzaee, S., & Maftoon, P. (2016). An examination of Vygotsky’s socio-cultural theory in second language acquisition: the role of higher order thinking enhancing techniques and the EFL learners’ use of private speech in the construction of reasoning. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 18. https://doi.org/10.1186/s40862-016-0022-7
Oliveres, S. M., Salvador, R., Lobaton, V. P., & Guitche, M. (2026). Engagement, Adaptation, and Disruption in Online Oral Communication: A Narrative Inquiry into Senior High School ESL Learner Attitudes. International Journal of Interdisciplinary Viewpoints , 2(3), 19–29. https://doi.org/10.64612/ijiv.v2i3.95
Rosario , M. (2026). Classroom Conditions in Relation to Learners’ Reading Motivation: An Assessment. International Journal of Interdisciplinary Viewpoints , 2(3), 12–18. https://doi.org/10.64612/ijiv.v2i3.94
Sarmiento-Campos, N. V., Lázaro-Guillermo, J. C., Silvera-Alarcón, E. N., Cuellar-Quispe, S., Huamán-Romaní, Y. L., Apaza, O. A., & Sorkheh, A. (2022). A look at Vygotsky’s sociocultural theory (SCT): The effectiveness of scaffolding method on EFL learners’ speaking achievement. Education Research International, 2022(1), 3514892.
Sarsale, J. S., & Langub, M. K. C. (2023). Effects of student-centered learning approaches towards interest in science. Journal of Research, Policy & Practice of Teachers & Teacher Education (JRPPTTE), 13(2). https://doi.org/10.37134/jrpptte.vol13.2.5.2023
Sudirman, A., Gemilang, A. V., & Kristanto, T. M. A. (2021). The power of reflective journal writing for university students from the EFL perspective. Studies in English Language and Education, 8(3), 1061-1079. https://doi.org/10.24815/siele.v8i3.19105
Timbol, R. (2026). Sustaining Blended Learning: A Strategic Framework for Long-Term Educational Resilience. International Journal of Interdisciplinary Viewpoints , 2(2), 1–8. https://doi.org/10.64612/ijiv.v2i2.76
Valerozo, R. B., & Aggabao, R. G. (2020). Learning process, reading strategies, and comprehension in culture-based texts. International Journal of Linguistics, Literature and Translation, 3(5), 103-112.https://doi.org/10.32996/ijllt.2020.3.5.12
Wang, S., & Lee, C. I. (2021). Multimedia gloss presentation: Learners' preference and the effects on EFL vocabulary learning and reading comprehension. Frontiers in Psychology, 11, 602520. https://doi.org/10.3389/fpsyg.2020.602520
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Joemari S. Orbeso
This work is licensed under a Creative Commons Attribution 4.0 International License.
This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited.
