Turning Pages, Facing Challenges: Students’ Attitudes, Preferences, and Difficulties in Learning English Through World Literature
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Abstract
Background and Aim: This study investigated the key learner factors—attitudes, preferences, and perceived difficulties of Grade 10 students toward World Literature as a component of English language learning. Conducted during the second semester of the 2022 academic year at a public high school in San Miguel, Zamboanga del Sur, the study aimed to examine how these factors interact in shaping students’ engagement with World Literature.
Materials and Methods: A quantitative descriptive survey was administered to 50 randomly selected Grade 10 students from a population of 138. Data were analyzed using Kendall’s tau correlation to examine relationships among variables.
Results: Students exhibited generally positive attitudes and strong preferences for learning English through World Literature, but also reported significant difficulties in comprehension and engagement. Statistical tests revealed no significant correlations (τ = .389, p = .144), indicating that attitudes, preferences, and difficulties operate independently.
Conclusion: The findings suggest that positive dispositions alone do not reduce the challenges students encounter. This highlights the need for pedagogical interventions that address specific difficulties in text complexity, cultural unfamiliarity, and time constraints, rather than assuming motivation and interest are sufficient.
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