Learners’ views of literature in EFL education from curricular and assessment perspectives

Tsang, Art; Paran, Amos

doi:10.1002/curj.102

Cited by 8 publications

(2 citation statements)

References 33 publications

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“…It often interferes with the nature of the public standardized test, which barely includes literary texts. Consequently, students' motivation to learn this genre may be affected as it is not formally assessed by their teachers (Tsang & Paran, 2021). The present study sheds some light on the values offered by literature, represented by role-plays and drama, in secondary schools, which are still underexplored, according to Tsang et al (2020).…”

Section: Literature In Efl Classrooms In Indonesiamentioning

confidence: 83%

Short Plays and Drama in EFL Classrooms as Perceived by Secondary School Students: the Role and Impact

Sari¹

2022

Vis. J. Lang. Foreign Lang. Learn.

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This quantitative study investigates the role and impact of short plays and drama on English as a foreign language (EFL) students. A total of 72 students from a secondary school in North Kalimantan in Indonesia participated in the study. Data was collected through a questionnaire consisting of 8 items, which were later classified into three different focuses of inquiries; psychological, instrumental, and pedagogical aspects. The study results indicate that secondary school students viewed short play from the three perspectives positively. Findings also suggest that the application of short play in EFL classrooms must be preceded by a careful selection of literary texts and careful planning of short play instructional design. Finally, the study calls for further attempts to integrate secondary school EFL curriculum and literature, implying the needs for appropriate drama-based activity pedagogy and professional development programs.

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Section: Literature In Efl Classrooms In Indonesiamentioning

confidence: 83%

Short Plays and Drama in EFL Classrooms as Perceived by Secondary School Students: the Role and Impact

Sari¹

2022

Vis. J. Lang. Foreign Lang. Learn.

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“…The use of stories and other genres of literature has been gaining increasing attention among teachers and researchers in L2/FL education in recent decades (e.g. Hall, 2015; Paran, 2008; Tsang & Paran, 2021; Tsang et al, 2020). Stories are defined as ‘in the everyday sense, [namely] any narrative or tale recounting a series of events’ (Baldick, 2015, n.p.).…”

Section: Introductionmentioning

confidence: 99%

Compulsory versus voluntary extensive reading: Investigating English learners' perceptions, proficiency and school banding

Tsang

Fung

2023

The Curriculum Journal

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Reading is a core element in language education. Despite extensive research in second/foreign language (L2/FL) reading, relatively little is known about the differences between two common practices: Compulsory reading (i.e. reading assigned by teachers) and voluntary reading (i.e. self‐initiated reading). This article reports two related quantitative studies (n = 124; n = 498) investigating learners' out‐of‐class compulsory and voluntary English‐as‐a‐foreign‐language (EFL) story reading frequencies in Hong Kong. Learners' perceptions, EFL proficiency and school banding were analysed in relation to reading frequencies. It was found that the frequencies of engaging in both kinds of reading were very low. Reading frequencies and favourability towards story reading were found to be mildly to moderately correlated with proficiency. Among these variables, however, only voluntary reading significantly predicted proficiency. Students who were academically more competent showed greater favourability while those in the middle school banding reported a higher frequency of reading. The findings are discussed and implications are drawn.

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The relationships between learner‐related variables and attitudes towards standard accents and pronunciation assessment: A large‐scale study of secondary‐level EFL learners in Hong Kong

Tsang

2024

TESOL Journal

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Despite scholars' advocacy of intelligibility over nativelikeness in the EFL education context, many learners still seem to favour standard British and American accents. However, comparisons across studies have shown some changes in learners' perceptions, suggesting a move away from standard accent orientation. This article reports part of a larger study that examined the relationships between four learner‐related predictor variables (self‐rated proficiency, previous exposure to different accents, attitude towards [spoken] English, and attitude towards accuracy) and two outcome variables (learners' attitudes towards standard accents, and attitudes towards pronunciation in speaking proficiency assessment). A questionnaire was completed by 1,300 EFL secondary‐school students in Hong Kong. The four predictors were generally found to correlate significantly with the two outcomes (Pearson's rs ranging approximately from .10 to .50). Specifically, learners' attitudes towards accuracy and (spoken) English had the strongest positive relationships with the outcomes. In the multiple regression models, these two predictors together explained 32% and 11% of the variance in attitudes towards standard accents and pronunciation assessment respectively.

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Learners’ views of literature in EFL education from curricular and assessment perspectives

Cited by 8 publications

References 33 publications

Short Plays and Drama in EFL Classrooms as Perceived by Secondary School Students: the Role and Impact

Short Plays and Drama in EFL Classrooms as Perceived by Secondary School Students: the Role and Impact

Compulsory versus voluntary extensive reading: Investigating English learners' perceptions, proficiency and school banding

The relationships between learner‐related variables and attitudes towards standard accents and pronunciation assessment: A large‐scale study of secondary‐level EFL learners in Hong Kong

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