Integrating literature into language programs: a comparative study of attitudes of tertiary level students

Abstract

s study investigates the attitudes of 100 tertiary level learners to the incorporation of literature in the language classroom. It also compares differences in the attitude among students of English and non-English major as well explores learner perspectives on how literature should be integrated into the language programs at tertiary level. Current views on the use of literature have been presented in a literature review which provides the theoretical background which informs this research. This study undertakes a mixed method approach where quantitative and qualitative research instruments were used. A survey questionnaire measured students’ general attitudes and perceptions which was later followed up by a focus group interview with selected students. In addition, in order to obtain a comparative analysis of student attitudes the participants were divided into two groups according to their degree, English and non-English. Two different sources of data provided multiple perspectives on students’ perceptions and attitudes to the use of literature in language learning. The findings provided fluctuating and ambivalent reactions of the students regarding the subject; while positive reactions were predominant among English major students and non-English majors mostly expressed negative views on it. From the findings of focus group interview it was realized that non-major students were mostly against incorporating literary texts in their language classes, yet they held a belief that literary texts can contribute to the enhancement of their linguistic and academic/professional skills, if appropriate techniques and activities suggested by the communicative teaching approach is followed.