Research Topic Literacy Competence with indicators
Empathic, Aesthetic and Stylistic, Cultural
(Working Title for a Qualitative Language
Research, 2-3 Variables
Research Motivation and Context
Why did you choose to work on this
research topic?
What makes your study necessary and
significant?
What gap in research does the study
address?
Research Questions (SOP)
Provide the research questions (and sub-
questions, if any) for your study.
Related Literature
Identify 3-5 related studies and briefly
describe how each study relates to your
conceptualized research project.
and discursive, and Interpretative
competence
“I’m Lit: Exploring the Literary
Competence of Senior High School
Students on English Language Teaching”
I chose to work on this research topic
Literary competence since there are
limited number of research being
conducted about the topic.
The study needs to be studied and it will
be a significant for students, teachers,
schools, community and research
academe to explore their literary
competence in English Language
Teaching.
Aside from the limited number of studies
conducted about the topic, there is a
necessity as well on exploring the literary
competence as to compare to other
learning competency.
RQ1. Explore the experience of Senior
High School students towards literary
subjects or reading materials.
RQ2. Determine the Literary Competence
of Senior High School students in English
Language Teaching.
RQ3. Make Implications of the findings
that may help enhance the aspect of
language and literature teaching.
1. English Proficiency and Literary
Competence of English Major
Students Predicator for Effective
Language and Literature Teaching
(Amea, et.al, 2022).
 The study assesses the English
proficiency and literary competence of
 college students, indicating a significant
relationship between the two variables.
This suggests a need for integrating
language and literature teaching
methods, which aligns with your project
on exploring the literary competence of
senior high school students.

2. Literary Competence for Teaching

Literature in Second Language
Educational Context (Hapsari, 2021)
 The article discusses the importance of
literary competence in second language
education, recommending a balanced
approach to teaching literature. This
relates to your research by highlighting
the significance of considering various
teaching methodologies to enhance
literary competence among senior high
school students.
3. Cognitive Models and Literary
Competence of Junior High School
Students (Baňes, et al., 2019).
 A study examines the relationship
between junior high school students'
perception of cognitive models in
studying literature and their literary
competence. Despite positive
perceptions, actual proficiency levels are
low, indicating a need for intervention
programs. This underscores the relevance
of exploring effective teaching strategies
in your research.
4. English Learners’ Literary
Competence Development through
Critical Thinking Task in a Colombian
EFL Classroom (Gomez-Rodriguez,
2018).
 A qualitative case study explores how
Colombian English learners develop
literary competence through critical
thinking tasks, suggesting the
effectiveness of such tasks in fostering
competence. This aligns with your
project's focus on exploring strategies to
enhance literary competence among
senior high school students.

Theoretical / Conceptual Model
Provide the theoretical / conceptual
framework for your study.
Research Instrument for Independent
Variable(s)
Research Instrument for Dependent
Variable(s)
A Research Concept must be submitted following a QUANTITATIVE RESEARCH
design. From the said research concept, the Language Research Tools shall be
designed and submitted.
5. Engaging Literary Competence
through Critical Literacy in an EFL
Setting (Afifuddin, 2017).
 A study proposes initiating literary
competence through critical literacy in an
EFL context, aiming to improve students'
engagement with literary texts. This
resonates with your research by
emphasizing the importance of active
engagement with literature to enhance
literary competence among senior high
school students.
The Innsbruck model in literary
competence
Alter and Ratheiser (2019) presented a
model charting the competences they
considered essential for comprehensive
literary literary in an EFL context, this
modek is rooted in a genral linguistic
competence of English and a reading
competence alike, both of which develop
throughout the learning process.
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