ENHANCING ENGLISH READING COMPREHENSION THROUGH NARRATIVE ENGAGEMENT AMONG THAI ELEMENTARY STUDENTS: AN EXPLANATORY MIXED METHOD STUDY

Abstract

In an increasingly globalized world, English reading comprehension is an essential skill, particularly for young learners in non-native English-speaking contexts such as Thailand. This study investigates the role of narrative engagement in enhancing English reading comprehension among Thai elementary students using an explanatory sequential mixed-methods design. The participants consisted of 27 fifth- and sixth-grade students from a primary school in Satun Province, Thailand. Data were gathered through a reading comprehension post-test, a questionnaire, and classroom observation. Quantitative results showed a relatively high post-test mean score (M = 86.67, SD = 8.77). However, the absence of a pre-test or control group limits the ability to claim substantial improvement, as no baseline or comparison was available. Qualitative findings revealed that students developed emotional connections, maintained attention, and identified with story characters. Many reported feeling engaged, vividly visualizing scenes, and relating to the narratives. These findings suggest that narrative engagement can foster both cognitive and emotional involvement in reading, potentially supporting comprehension. Nevertheless, the small sample size (N = 27) restricts the generalizability of the results. The study recommends integrating narrative texts into English instruction to create more engaging and motivating reading experiences for young EFL learners, while future research should employ larger samples and experimental designs to strengthen the evidence.