Story-Based English Exposure and Reading Motivation Among Grade 5 Learners

Abstract

This study examines how story-based English exposure shaped the reading motivation of Grade 5 learners at Masipi Elementary School in Cabagan, Isabela. Employing a predictive reading engagement mapping design, it assessed learners’ exposure to English stories and their level of motivation toward reading. Data were collected through a validated researcher-made questionnaire with excellent reliability, reflected in a Cronbach’s alpha of 0.91. The data were treated using weighted mean, standard deviation, Kendall’s tau-b correlation, and dominance-based ordinal regression. The findings revealed that learners experienced a high level of story-based English exposure, particularly through teacher read-aloud sessions and guided story discussions. Reading motivation was likewise high, especially in terms of enjoyment of stories and willingness to participate in reading activities. However, independent story reading, confidence in reading English, and persistence in reading tasks remained at a moderate level, pointing to existing difficulties in sustaining learner engagement without teacher support. The results further showed a moderate positive significant relationship between story-based English exposure and reading motivation. Guided story discussion emerged as the strongest predictor of reading motivation, followed by teacher read-aloud sessions and vocabulary encounter through stories. The study concluded that story-based English exposure contributed meaningfully to learners’ motivation to read when classroom reading experiences were interactive, supportive, and engaging.