Digital Literature Engagement and Critical Reading Practices in Filipino Language Classrooms
DOI:
https://doi.org/10.5281/zenodo.21424398Keywords:
critical digital literacy, critical reading practices, digital literature, Filipino language classrooms, learner engagement, multimodal readingAbstract
This study investigated the relationship between digital literature engagement and critical reading practices among learners in Filipino language classrooms. Using a quantitative explanatory-predictive design, data were gathered through a validated Digital Literature Engagement Scale and a scenario-anchored Critical Reading Practices Inventory. Partial least squares structural equation modeling was employed to assess the measurement model, structural relationships, explanatory power, and out-of-sample predictive performance. Results showed that learners demonstrated high digital literature engagement but only moderate critical reading practices. Emotional involvement and behavioral participation received the highest engagement ratings, while cognitive investment and interactive engagement remained comparatively lower. Among the critical reading dimensions, interpretive reasoning was strongest, whereas judgment of credibility and relevance obtained the weakest result. The measurement model established acceptable internal consistency, convergent validity, and discriminant validity. Digital literature engagement significantly predicted critical reading practices, with cognitive investment and interactive engagement emerging as the strongest contributors. Emotional involvement, although highly rated, did not independently predict critical reading when the other dimensions were considered. The model demonstrated moderate explanatory and predictive power, indicating that engagement contributed meaningfully to critical reading but did not fully account for learners’ performance. The findings suggest that digital literature can support critical reading when classroom tasks require close analysis, evidence-based interpretation, collaborative discussion, evaluation of representation, and verification of digital information. Filipino teachers are encouraged to design literary activities that transform learners’ digital interest into sustained and reflective reading.
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