TABLE 2
A. Level of Motivation in Reading Literature in Terms of Academic Requirements
Top 3 Lowest mean:
Statement no.8 = 2.68
Statem
ent no.5 = 2.86
Statement no.2 = 2.88
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Preparatory Statement:
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 may have challenges in applying advanced literary concepts
such as symbolism, summarizing complex works, and identifying themes for analysis
The mean score of 2.68 indicates that students feel less confident in interpreting symbolism in
literary works, a skill essential for deeper engagement with texts and requiring an understanding
of historical, cultural, and authorial context. Marabyan (2024) suggests that a comprehensive
approach to teaching symbolism, with a focus on recurrence, context, and figurative language,
can significantly improve students' critical thinking and interpretative skills, leading to greater
confidence in literary analysis. Similarly, Elston, Tiba, and Condy (2022) found that explicit,
systematic instruction in reading comprehension strategies improved literacy and critical
thinking in ESL students, boosting their self-confidence and ability to engage with complex texts.
The mean score of 2.86 indicates a moderate level of student confidence in summarizing
complex literary texts, but the relatively low score suggests difficulties in condensing intricate
narratives, possibly due to challenges in identifying key themes and plot developments. Al-Jarf
and Reima (2021) emphasize that effective summarization requires practice and familiarity with
literary forms, and their study found that using e-books, LMS, and online discussions
significantly improved reading skills through interactive and peer-supported activities. Similarly,
Aquino Rojas and Merino Hernandez (2022) highlight that writing skills, particularly in structuring
ideas and using proper grammar, are essential for academic success, and their research
demonstrated that peer feedback and checklists played a key role in improving writing abilities
and fostering critical thinking.
The mean score of 2.88 reflects students' relatively low motivation to engage in literary analysis,
particularly in identifying themes, symbols, and figurative language, which may stem from a
perceived disconnect between literary analysis and students' academic or personal interests
(Yu & Cai, 2025). Carter, Dixon, and Li (2022) found that interactive online literature courses
significantly increased students' motivation and engagement, with notable improvements in
reading efficiency, confidence, and curiosity, suggesting that such approaches can foster
deeper interest in literary analysis. Additionally, research by various scholars emphasizes that
literary discussions, whether in online or traditional classrooms, can enhance comprehension
and critical thinking, advocating for innovative strategies like Socratic seminars and literature
circles to actively engage students in the analytical process.
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References:
http://dspace.unach.edu.ec/handle/51000/13894
https://eric.ed.gov/?id=ED618023
https://eric.ed.gov/?id=EJ1415060
https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.609
https://journals.co.za/doi/abs/10.4102/sajce.v12i1.1097
https://www.researchgate.net/publication/
388953006_UNDERSTANDING_SYMBOLISM_AND_FIGURATIVE_LANGUAGE_A_STRATE
GY_FOR_TEACHING_READING
