An application of experiential response theory in teaching reading comprehension of folk narratives to sixth-grade students

Abstract

This study explores the application of experiential response theory in teaching reading comprehension of folk narratives to sixth-grade students within the framework of Vietnam's 2018 General Education Curriculum. Based on survey data and pedagogical experiments conducted at several lower secondary schools, the findings indicate that this approach enhances students' engagement, autonomy, reading comprehension, critical thinking, and moral awareness. The research confirms both the feasibility and pedagogical effectiveness of the experiential response method and proposes a concrete implementation procedure. By aligning theory with practice, the study contributes to innovating Literature teaching toward competency-based education, offering teachers theoretical and practical guidance in designing learning activities that connect with students' experiences and personal reflections. The results also provide valuable references for educational institutions in applying the new Literature curriculum.