Teaching English Language

Teaching English Language

Literature Pedagogy for English Development: Investigating Preferences, Motivation and Best Practices Toward the Implementation

Document Type : Original Article

Authors
1 English Education Department, Faculty Languages and Arts, Universitas Negeri Manado
2 Universitas Negeri Manado
3 English Education, Faculty Languages and Arts, Universitas Negeri Manado, Tondano, Indonesia
Abstract
This study delves into the effectiveness of literature pedagogy in fostering English language development, with a particular focus on investigating students' preferences, motivations, and perceptions of best practices for its implementation. Through a mixed-methods approach, through a questionnaire and semi-structured interview, the study identifies a strong preference, motivation, and the identification of best practices among students for the presence of literature pedagogy, reflecting a widespread recognition of its importance in language learning. Through meticulous data analysis, several key findings emerge. Firstly, students’ preferences were positive toward literature pedagogy implementation. Furthermore, the R-value of 0.680 highlights a substantial correlation between literature pedagogy and student motivation. Moreover, the R2 value of 0.440, alongside the F value of 166.333 (Sig = 0.000), underscores the robustness of this relationship. As literature encompasses diverse genres and themes, it captivates students' attention, kindles their interest, and enhances their knowledge acquisition during the learning process. In addition, the positive response towards best practices further underscores the efficacy of literature pedagogy in fostering student engagement and enthusiasm for English education. By recognizing the transformative potential of literature pedagogy, educators can leverage its multifaceted benefits to cultivate a dynamic and motivating learning environment conducive to students' academic growth and development.
Keywords

Abdulrahman, T. R., & Basalama, N. (2019). Promoting students’ motivation in learning English vocabulary through a collaborative video project. Celt: A Journal of Culture, English Language Teaching & Literature, 19(1), 107. https://doi.org/10.24167/CELT.V19I1.493
Bagheri Nevisi, R., & Farhani, A. (2022). Motivational factors affecting Iranian English as a Foreign Language (EFL) learners’ learning of English across differing levels of language proficiency. Frontiers in Psychology, 13. https://doi.org/10.3389/FPSYG.2022.869599
Bal, S., & Info, A. (2021). An investigation of the integration of blogs into EFL classes: Learners’ views toward blogs and preferences for writing classes. Journal of Educational Technology and Online Learning, 4(4), 594–604. https://doi.org/10.31681/JETOL.1016599
Becker, P. A. (2020). teaching language and literacy through the visual arts: An interdisciplinary, literature-based approach. Teaching Exceptional Children, 52(3), 166–179. https://doi.org/10.1177/0040059919894736/ASSET/0040059919894736.FP.PNG_V03
Çatalbaş, G., & Solmaz, O. (2024). The investigation of English language teachers’ use of literature and innovative technologies in the classroom according to various variables. Focus on ELT Journal, 6(1), 24–40. https://doi.org/10.14744/FELT.6.1.3
Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., Xie, H., & Tsai, C. C. (2022). Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning. Computer Assisted Language Learning, 35(3), 381–411. https://doi.org/10.1080/09588221.2019.1704787
ChengChiang Chen, J., & Kent, S. (2020). Task engagement, learner motivation and avatar identities of struggling English language learners in the 3D virtual world. System, 88. https://doi.org/10.1016/J.SYSTEM.2019.102168
Chon, Y. V., & Shin, T. (2019). Profile of second language learners’ metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences, 70, 62–75. https://doi.org/10.1016/J.LINDIF.2019.01.007
Chua, H. W., & Lin, C. Y. (2020). The Effect of Task-Based Language Teaching in Learning Motivation. International Journal on Social and Education Sciences, 2(1), 41–48.
Creswell, J. W., & Creswell, J. D. (2018). Research Design qualitative, quantitative, and mixed methods approaches (5th ed). Sage Publications.
Gallagher, S. E., & Savage, T. (2023). Challenge-based learning in higher education: an exploratory literature review. Teaching in Higher Education, 28(6), 1135–1157. https://doi.org/10.1080/13562517.2020.1863354
Hu, X., & McGeown, S. (2020). Exploring the relationship between foreign language motivation and achievement among primary school students learning English in China. System, 89, 102199. https://doi.org/10.1016/J.SYSTEM.2020.102199
Hussein Hakeem Barzani, S., Sabah Meena, R., & Fouad Ali, H. (2021). Integration of Literature in English Language Teaching: Learners’ Attitudes and Opinions. Canadian Journal of Language and Literature Studies, 1(1), 27–43. https://doi.org/10.53103/CJLLS.V1I1.12
Iskhak, Mujiyanto, J., & Hartono, R. (2020). A Review on Reader Response Approach to Teaching Literature at EFL Contexts. English Language Teaching, 13(7), 118–123. https://doi.org/10.5539/elt.v13n7p118
Islam, M. Z. (2021). Shift of English Literature Learning from Classroom to Online: Preferences and Attitude of Bangladeshi Undergraduate Students. Elsya: Journal of English Language Studies, 3(1), 1–7. https://doi.org/10.31849/ELSYA.V3I1.5869
Jabeen, R., & Sarifa, N. (2022). Probing the Approaches to Teaching Literature to EFL Students - Graduate Learners’ Perspective. Journal of Arts and Humanities, 11(02), 01–08. https://doi.org/10.18533/JAH.V11I02.2236
Kaowiwattanakul, S. (2021). CEFR Based Learning Approach: Using Literature to Enhance EFL Students’ Reading Skills and Critical Thinking Skills. English Language Teaching, 14(11), 66–79. https://doi.org/10.5539/elt.v14n11p66
Kaur, C., Singh, S., Singh, T., Singh, M., Ja’afar, H., Eng Tek, O., Kaur, H., Mostafa, A., & Yunus, M. (2020). Teaching Strategies to Develop Higher Order Thinking Skills in English Literature. International Journal of Innovation, Creativity and Change. Www.Ijicc.Net, 11(8). www.ijicc.net
Li, Y., & Flowerdew, J. (2020). Teaching English for Research Publication Purposes (ERPP): A review of language teachers’ pedagogical initiatives. English for Specific Purposes, 59, 29–41. https://doi.org/10.1016/J.ESP.2020.03.002
Liando, N. V. F., Rorimpandey, R. S., Kumayas, T. A., & Tatipang, D. P. (2022). International Students’ Motivation and Self-Confidence in Learning Indonesian. Hong Kong Journal of Social Sciences, 60. http://www.hkjoss.com/index.php/journal/article/view/613
Lim, F. V., Toh, W., & Nguyen, T. T. H. (2022). Multimodality in the English language classroom: A systematic review of literature. Linguistics and Education, 69, 101048. https://doi.org/10.1016/J.LINGED.2022.101048
Liu, Z. (2022). The Interplay of English as a Foreign Language Learners’ Interest, Self-Efficacy, and Involvement. Frontiers in Psychology, 13. https://doi.org/10.3389/FPSYG.2022.837286
Miwa, S., Jitosho, R., Aoyama, T., Mukai, H., & Akamatsu, D. (2023). Implicit preferences and language performance: using a paper-and-pencil Implicit Association Test to predict English engagement and performance. Current Psychology. https://doi.org/10.1007/S12144-023-04906-5
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1–4. https://doi.org/10.33750/IJHI.V4I1.102
 
 
Namaziandost, E., Alekasir, S., Hassan Mohammed Sawalmeh, M., & Miftah, M. Z. (2020). Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment. Cogent Education, 7(1), 1856764. https://doi.org/10.1080/2331186X.2020.1856764
Nguyen, T. D., Pham, L. D., Crouch, M., & Springer, M. G. (2020). The correlates of teacher turnover: An updated and expanded Meta-analysis of the literature. Educational Research Review, 31, 100355. https://doi.org/10.1016/J.EDUREV.2020.100355
Ntoumanis, N. (2022). The bright, dark, and dim light colors of motivation: Advances in conceptualization and measurement from a self-determination theory perspective. Advances in Motivation Science. https://doi.org/10.1016/BS.ADMS.2022.11.002
Prilutskaya, M. (2021). Examining Pedagogical Translanguaging: A Systematic Review of the Literature. Languages 2021, Vol. 6, Page 180, 6(4), 180. https://doi.org/10.3390/LANGUAGES6040180
Qiu, X. bin, Shan, C., Yao, J., & Fu, Q. ke. (2024). The effects of virtual reality on EFL learning: A meta-analysis. Education and Information Technologies, 29(2), 1379–1405. https://doi.org/10.1007/S10639-023-11738-0
Rorintulus, O. A., Wuntu, C. N., Tatipang, D. P., Karisi, Y., Kicha, L., Tineh, S., Aki, A. N., & Pratasik, G. (2024). Literary-Based ELT: Alternatives for Creative and Innovative English Learning. Cv. Tahta Media.
Santiago Schwarz, V., & Hamman-Ortiz, L. (2020). Systemic functional linguistics, teacher education, and writing outcomes for U.S. elementary English learners: A review of the literature. Journal of Second Language Writing, 49, 100727. https://doi.org/10.1016/J.JSLW.2020.100727
Taris, T. W. (2023). Workplace engagement and motivation. Advances in Motivation Science, 10, 179–213. https://doi.org/10.1016/BS.ADMS.2022.11.005
Viana, V., & Zyngier, S. (2020). Language-literature integration in high-school EFL education: investigating students’ perspectives. Innovation in Language Learning and Teaching, 14(4), 347–361. https://doi.org/10.1080/17501229.2019.1608999
Vonkova, H., Jones, J., Moore, A., Altinkalp, I., & Selcuk, H. (2021). A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations. System, 103, 102622. https://doi.org/10.1016/J.SYSTEM.2021.102622
Vonkova, H., Papajoanu, O., & Moore, A. (2024). Foreign language learning motivation and the socioeconomic status of Czech lower secondary students: An analysis of mediating factors. International Journal of Educational Research, 124. https://doi.org/10.1016/J.IJER.2023.102302
Wei, Y. (2021). Enhancing Teacher–Student Interaction and Students’ Engagement in a Flipped Translation Classroom. Frontiers in Psychology, 12. https://doi.org/10.3389/FPSYG.2021.764370
Wei, Y. (2022). Toward Technology-Based Education and English as a Foreign Language Motivation: A Review of Literature. Frontiers in Psychology, 13, 870540. https://doi.org/10.3389/FPSYG.2022.870540/BIBTEX
Zhang, T., Chen, X., Hu, J., & Ketwan, P. (2021). EFL students’ preferences for written corrective feedback: Do error types, language proficiency, and foreign language enjoyment matter? Frontiers in Psychology, 12, 660564. https://doi.org/10.3389/FPSYG.2021.660564/BIBTEX
Volume 18, Issue 2
July 2024
Pages 1-34

  • Receive Date 09 May 2024
  • Accept Date 10 July 2024