The influence on the psycholinguistics reading processing in the English language on the level one at CRUNAC in 2024

Abstract

This research examines the influence on the reading processing in the English language in CRUNAC English level 1 students. This study identifies linguistic influences such as language transfer, language contact, motivational factors including intrinsic and extrinsic motivations, textual influences, as well as the linguistic knowledge that is required and its role in reading processing. A quantitative and descriptive approach was used, and 11 students were surveyed to analyze the influence on the reading processing in the English language. The results reveal key factors influencing reading processing in Level 1 students. Reading difficulty (100%) is the most impactful factor, followed by teachers' influence (82%), learners’ perceptions (91%), and family influence (64%). Linguistic knowledge plays a vital role: syntax (100%), phonology (91%), semantics (90%), and vocabulary (82%) enhance reading comprehension. Effective strategies include questioning (100%), scanning (91%), prediction (82%), and skimming (73%), aiding students in attracting and retaining information. These results offer actionable recommendations for educators to enhance language instruction.