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.
