This study investigated the effect of a literature‐based program on eight Jordanian university students' communicative performance. The research design was essentially qualitative (observation was the primary instrument); however, triangulation was achieved through the use of other instruments, including pre‐ and posttests, interviews, journal writing, and role‐play evaluation of oral proficiency. The findings reveal significant differences in the students' communicative performance, in favor of literature‐based instruction. The article concludes with a number of recommendations and pedagogical implications.

This study examines the learning strategies used by eight Jordanian university students during literature-based instruction. It extends the rather extensive research on the learning strategies by foreign language learners from diverse language backgrounds. Even though the research design is essentially qualitative, in which observation is the basic instrument used, triangulation was achieved through the use of a set of other instruments including a pre-/post test, interview, journal writing and role-play evaluation of oral proficiency. The findings revealed that the participants use three major types of strategies: cognitive, social and effective. Cognitive strategies were subdivided into critical thinking and creative writing and social and affective strategies into cooperative learning and self-confidence, respectively.