Applying Bloom’s Taxonomy of Educational Objectives and Constructivist Learning Theory, the present study sought to examine the effects of the Activity-based Approach on junior high school English reading instruction. A total of 100 students from two parallel seventh-grade classes and six English teachers were selected. The questionnaires, reading tests, and semi-structured interviews served as the primary instruments for data collection. The comparison of the pre- and post-questionnaires for the experimental class revealed significant improvements in Reading Emotional Interest (M_post = 3.65, M_pre = 2.12), Reading Autonomy (M_post = 3.72, M_pre = 2.21), Reading Focus and Engagement (M_post = 3.81, M_pre = 2.28). Additionally, the experimental class significantly outperformed the control class in the post-test reading achievement (M_experimental = 21.20, M_control = 18.42, p < 0.005). The findings suggest that the Activity-based Approach can support junior high school reading instruction and help foster students’core competencies.

Huihui Yang, Gengchun Li, Shiqi Xun. Exploring the Effects of the Activity-based Approach on English Reading Instruction in Junior High Schools. Frontiers in Educational Research (2026), Vol. 9, Issue 7: 35-42. https://doi.org/10.25236/FER.2026.090704.

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