Obstacles Encountered While Integrating Literature in Teaching English

Yulnetri, Yulnetri

doi:10.31958/jt.v21i1.1099

Cited by 3 publications

(2 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The main challenge faced in using literary texts in English classroom is the language of the texts selected which include the difficulties to understand the texts especially for low English proficient students (Othman et al, 2015;Krishnasamy, 2015;Hassan, 2018;Yulnetri, 2018;Lock & Zainal, 2020). Although teachers are equipped with ample of knowledge and proficient with the language itself, it does not mean that they can deliver it effectively (Cheung, 2019).…”

Section: Challenges In Using Literary Texts In English Classroom Text...mentioning

confidence: 99%

“…It is suggested that teachers should be trained and self-explore to impart knowledge and skills in teaching of literature. Besides, it is a challenge to teach literary texts without supporting tools and limited materials and resources (Yulnetri, 2018). Creative and innovative teaching tools should be provided by the schools and teachers to boost students' interest in learning literary texts.…”

Section: Teachers' Teaching Skills and Practicesmentioning

confidence: 99%

See 1 more Smart Citation

A Systematic Review of Utilising Literary Texts in English Classroom: Challenges and Teaching Approaches

Sylvester¹,

Aziz²

2022

IJARPED

View full text Add to dashboard Cite

Section: Challenges In Using Literary Texts In English Classroom Text...mentioning

confidence: 99%

Section: Teachers' Teaching Skills and Practicesmentioning

confidence: 99%

A Systematic Review of Utilising Literary Texts in English Classroom: Challenges and Teaching Approaches

Sylvester¹,

Aziz²

2022

IJARPED

View full text Add to dashboard Cite

Students’ Perceptions of their Improvement in English Language Skills through Short Stories: A Case of the College of Business and Economics, University of Rwanda

Manirakiza,

Ndimurugero,

Mugirase

et al. 2024

AJERNET

View full text Add to dashboard Cite

Using short stories has proven effective in second language learning and teaching. This study investigated the students’ perceptions of the use of short stories and their English proficiency. It was intended to identify the students’ benefits from using short stories and the challenges they encountered, as well as solutions to address them. The study targeted 1050 first-year students at the University of Rwanda, College of Business and Economics. The sample size was 222 students from the departments of Business and Information Technology (BIT) and Applied Statistics. This study was supported by the constructivism theory. The study adopted a descriptive approach, and data were collected through a questionnaire and focus group interviews. The questionnaire yielded quantitative data, whereas the focus group interviews generated qualitative data. Findings revealed that using short stories enabled students to develop the English language's four macro-skills, namely listening (94.6%), speaking (95.5%), reading (98.2%), and writing (95.9%). The findings also disclosed that short stories helped to increase students’ vocabulary (98.2%). However, the findings indicated that students had difficulties grasping conveyed messages because of limited vocabulary, spelling difficulties, and little knowledge of English tenses, and that they lacked confidence to present their stories in front of colleagues. They could overcome these challenges, though, by looking up the meanings of new words and scaffolding each other’s learning. The study concluded that short stories might be useful language materials and recommended them as adequate materials to mediate second language learning.

show abstract

Pedagogy in the 21st century literature classroom: Teachers’ teaching mechanisms, challenges, and coping mechanisms

Toquero,

Capistrano

2024

IJRSE

View full text Add to dashboard Cite

The new millennium brought profound shifts in pedagogies and instructional strategies. The pedagogy of the twentieth and twenty-first centuries is different. The evolution of national and global education has undergone numerous changes since the start of the twenty-first century. Relatively, the twenty-first century is seeing a transformation in pedagogy due to changes in educational philosophies, shifting student demographics, and technological improvements. Teachers today have the difficult task of preparing pupils for a world that is changing quickly and necessitates technical literacy, adaptability, and critical thinking. Given the dynamic nature of the 21st-century literature classroom, there is a compelling need to delve into the mechanisms teachers employ, the challenges they face, and the strategies they employ to overcome them. Using the qualitative-descriptive research design, this study investigated the teaching mechanisms, challenges in teaching literature in the 21st century, and coping mechanisms in teaching literature. The 25 Junior High School English teachers from the Schools

show abstract

Obstacles Encountered While Integrating Literature in Teaching English

Cited by 3 publications

References 1 publication

A Systematic Review of Utilising Literary Texts in English Classroom: Challenges and Teaching Approaches

A Systematic Review of Utilising Literary Texts in English Classroom: Challenges and Teaching Approaches

Students’ Perceptions of their Improvement in English Language Skills through Short Stories: A Case of the College of Business and Economics, University of Rwanda

Pedagogy in the 21st century literature classroom: Teachers’ teaching mechanisms, challenges, and coping mechanisms

Contact Info

Product

Resources

About