The Use of Literature and Literary Texts in the EFL Classroom; Between Consensus and Controversy

Bóbkina, Jelena; Domínguez, Elena Giné

doi:10.7575/aiac.ijalel.v.3n.2p.248

Cited by 73 publications

(64 citation statements)

References 31 publications

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“…Some websites provide various e-literary texts, i.e. prose, poetry, and drama [13,18,19]. The choice of e-literary texts is related to the availability of books in educational units, and these are usually very limited or even nonexistent.…”

Section: Resultsmentioning

confidence: 99%

E-literary Texts: Reading Materials for School Literacy Movement

Setiyadi¹

2018

KSS

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This research aimed to describe the efforts to provide good and appropriate e-literary texts and for reading material for the school literacy movement, and describe implementation and significance that students should obtain in relation to the mentioned objective. A qualitative descriptive method was used. The data collection techniques used were documents, in-depth interviews, and recordings. The validity of the data is checked by triangulation of data, researcher, method as well as theories.The data were analyzed using content analysis and text analysis. The result was that e-texts can be made available by searching for the materials on the Internet.The choice of e-literary texts for reading material can be done by analyzing their appropriateness in relation to the learners' level of education. The theme of literary text content must be directed at the character building that is suitable for the school literacy movement program. The program can be applied on an ordinary level, with a 15-minute activity spent reading non-academic books before the learning time begins.The benefit for students is that they will be able to develop cultural literacy and their character building.

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Section: Resultsmentioning

confidence: 99%

E-literary Texts: Reading Materials for School Literacy Movement

Setiyadi¹

2018

KSS

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“…As reviewed by Bobkina and Dominguez (2014), in the Tasmanian Model, literary texts are to be approached not only from a linguistic point of view, but also from a social, cultural, and a literary perspective:…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Literature Mediated English in the UCM Degree in Modern Languages: A Pilot Study

Romero

Bóbkina

2015

TPLS

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Abstract-The Degree in Modern Languages recently implemented by the Complutense University of Madrid has been designed in the light of the European Higher Education criteria. In the case of English, the curriculum includes a B2 of the Common European Framework of Reference for Languages (CEFR) course of general English, with the consequent lack of motivation of many of the students in the classroom, who already got that level at high school. In this sense, it is our intention to carry about a pilot study intended to design, implement and test the use of literary texts and articles in the ESL classroom.

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“…In line with this result, Lieb (2019), and Zaker (2016) recommend using innovative teaching methods in literature classes that would include LCD, videos, films or using nonverbal language on the part of the instructor to help learners grasp the essence and true meaning of the literary text and to create good atmosphere for students and to facilitate the process of teaching literature. Likewise, Hussein & Al-Emami (2016), Bobkina & Dominguez (2014) and Cirakli & Kilickaya (2011) suggest organizing English literature classes into small group formats to provide relaxed and interactive classroom learning environment. Participants also requested re-adjustment of the English literature curriculum so as to take into account students' real levels of EFL proficiency, and to review or reconsider it in such ways as to focus on developing both literary and linguistic competences.…”

Section: Interview Resultsmentioning

confidence: 99%

“…While language is the system of communication used to express different thoughts, different types of literature affect language acquisition in accordance with culture, society, and area. In this context, Bobkina & Dominguez (2014) state that reading and studying a novel, a play, or a poem in the target language would help in introducing learners to the culture through which that language passed. It is through reading a literary work written in a certain dialect of a language that a student may be aware of the varieties of that language (Zaker,2016).…”

Section: The Influence Of Literature On English Language Learningmentioning

confidence: 99%

Uncovering Saudi English Language Majors' Cognitive Beliefs about Learning English Literature

Daif-Allah¹,

Aljumah²

2020

ELT

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Evidence shows that learners' performance is largely influenced by their cognitive beliefs about learning. The main purpose of the present study is to identifying the cognitive beliefs of Saudi English Language major students in order to get a deeper insight into their inner thoughts about studying literature and to find out the effect of gender on deciding their preferences. A total of 71 male and female English language major Saudi students of the English Language and Translation Department in the Main Campus at Qassim University participated in the study. Data were collected quantitatively and qualitatively by means of students' questionnaires and interviews. Findings show that participants hold both motivating and demotivating/unrealistic cognitive beliefs about literature learning. The results provide valid evidence on the participants' informed awareness of the social and academic benefits of learning English literature and uncovered their supportive cognitive beliefs that might enhance willingness to study foreign literature. Likewise, it is revealed that issues related to difficulty of literature learning, classroom practices, curriculum and career opportunities have created the established demotivating cognitive beliefs underlying participants' disinclination to literature study. Results also show that analysis of learners' cognitive beliefs would help modify unrealistic beliefs about literature learning and help create a motivating learning environment suitable for the growth of students' knowledge. The study concluded that cognitive beliefs are the key word for the success of any educational development endeavors and should always be at the center of any learning process being the inner self human power that drives learners' major behaviors toward their learning preferences and choice of courses. The study recommends identification of learners' cognitive beliefs so as to provide guidelines to English literature instructors to tailor their teaching methods to learners' realistic cognitive beliefs to avoid mismatches with classroom practices. The study also recommends investigating the global structure of the students' cognitive beliefs to guide educationists in developing curricula that would help students acquire knowledge in an organized manner, and to improve it.

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The Use of Literature and Literary Texts in the EFL Classroom; Between Consensus and Controversy

Cited by 73 publications

References 31 publications

E-literary Texts: Reading Materials for School Literacy Movement

E-literary Texts: Reading Materials for School Literacy Movement

Literature Mediated English in the UCM Degree in Modern Languages: A Pilot Study

Uncovering Saudi English Language Majors' Cognitive Beliefs about Learning English Literature

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The Use of Literature and Literary Texts in the EFL Classroom; Between Consensus and Controversy

Cited by 73 publications

References 31 publications

E-literary Texts: Reading Materials for School Literacy Movement

E-literary Texts: Reading Materials for School Literacy Movement

Literature Mediated English in the UCM Degree in Modern Languages: A Pilot Study

Uncovering Saudi English Language Majors&#39; Cognitive Beliefs about Learning English Literature

Contact Info

Product

Resources

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Uncovering Saudi English Language Majors' Cognitive Beliefs about Learning English Literature