Abstract
This study employed a multiple case study design to investigate how Grade 9 students of Polomolok National High School, Cannery Site, Polomolok, South Cotabato experienced the Reader-Response Approach with Anglo-Saxon literature. Purposive sampling yielded eight (8) participants from SPJ, SPA, SPS and regular programs who underwent in-depth interviews ensuring their privacy through informed consent for anonymity and confidentiality. Thematic analysis revealed four main challenges that students faced: language barriers, complexity, comprehension difficulties, and navigating multiple interpretations. However, students also developed eight strategies to overcome these challenges, which included active engagement, seeking guidance, repeated readings, and making personal connections. Furthermore, the research identified five key insights for the students, such as deeper understanding, critical thinking development, and reader-transformation into active participants. These findings offer valuable implications for educators, as understanding student challenges and strategies allows teachers to tailor instruction for improved student engagement and learning outcomes. Ultimately, the Reader-Response Approach, when implemented effectively, can foster deeper understanding, critical thinking, and personal connections, empowering students to become active participants in their literary journeys.
