2026 IJRSE – Volume 15 Issue 18
Available Online: 31 July 2026
Author/s:
Abad, Jenifer B.
St. Mary College Inc., Philippines (jenifer.abad@deped.gov.ph)
Abstract:
This study explored the effectiveness of Read Aloud sessions in enhancing the listening skills of Grade 3 learners. It specifically examined five components: level of attention, motivation to listen, application of listening skills, retention and recall of information, and teachers’ challenges in implementing Read Aloud activities. Using a descriptive research design, data were gathered through questionnaires and analyzed using weighted means. Findings revealed that learners were slightly attentive (2.77), showed low motivation (2.86), had low application of listening skills (2.70), and demonstrated low retention (2.71). These results indicate that learners often struggled to maintain focus, apply what they heard, and remember story details after Read Aloud sessions. Teachers, on the other hand, reported serious challenges (3.88), including lack of training, limited time, and difficulty selecting appropriate reading materials. These constraints hindered the full effectiveness of the Read Aloud strategy. Based on the findings, an Enhancement Plan for Improving Learners’ Listening Skills through Read Aloud Sessions was developed. The plan includes strategies such as interactive storytelling, the use of visuals and comprehension pauses, and post-listening activities like story mapping and retelling. It also recommends professional development and resource support for teachers. The study concludes that strengthening Read Aloud sessions through interactive and well-structured approaches can significantly improve learners’ attention, motivation, comprehension, and overall listening development.
Keywords: read aloud, listening skills, learner attention, motivation, enhancement plan
DOI: https://doi.org/10.5861/ijrse.2026.26347
Cite this article:
Abad, J. B. (2026). Exploring the effectiveness of read aloud sessions in developing the listening skills of Grade 3 learners. International Journal of Research Studies in Education, 15(18), 175-187. https://doi.org/10.5861/ijrse.2026.26347