Fostering Jordanian University Students' Communicative Performance Through Literature‐Based Instruction

Abstract

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.

Language-literature integration in high-school EFL education: investigating students’ perspectives

“…However, empirical analyses which evidence the benefits of the integration are scarce and scattered (e.g. Bataineh, Al Rabadi, and Smadi 2013;Bloemert et al 2017).…”

“…Reviews of empirical studies on the pedagogical language-literature integration reveal a bias towards higher education (Fogal 2015;Paran 2008). For example, Bataineh, Al Rabadi and Smadi (2013) observed how eight Jordanian university students performed communicatively once introduced to literature-based instruction. They collected data from pre-/post-intervention multiple-choice tests, classroom observations, interviews, journal writing, and role-play.…”

“…Audio-lingual and structural methods mushroomed, and literary textsseen as irrelevant, linguistically difficult, and culturally distantwere discarded. The language-literature divide was consolidated (see Kramsch and Nolden 1994), and the assumption that literature should not be used in EFL prevailed (see Bataineh, Al Rabadi, and Smadi 2013;Paesani 2011).…”

Morphological Awareness as a Potential Catalyst for Jordanian EFL Students' Reading Comprehension

“…Many EFL teachers, supervisors and other practitioners report that the majority of Jordanian students have problems in English, particularly in vocabulary and reading comprehension. Research findings also report that Jordanian EFL learners' vocabulary repertoire is very limited (e.g., Al-Damiree and Bataineh, 2016; Alkhawaldeh, 2011) and, consequently, their reading comprehension ability is in dire need for improvement (e.g., Al-Barakat & Bataineh, 2008;Al-Rabadi & Bataineh, 2015;Bataineh & Al-Barakat, 2005;Bataineh & Alqatanani, 2017;Bataineh, Al-Rabadi, & Smadi, 2013;Bataineh & Al-Shorman, 2005;Bataineh & Zghoul, 2006).…”

How effective is Thinking Maps® instruction in improving Jordanian EFL learners’ creative reading skills?

“…Hence, the past few years have witnessed increased interest in seeking alternative instructional practices to develop learners’ reading comprehension in particular and language skills in general. Most recently, Al‐Damiree and Bataineh () reported positive effects of vocabulary knowledge and syntactic awareness on reading comprehension, as have a plethora of studies on the other language skills (e.g., Al‐Rabadi & Bataineh, ; Bani Younis & Bataineh, ; Bataineh, Al‐Rabadi, & Smadi, ; Bataineh & Bani Younis, ; Bataineh & Obeiah, ; Obeiah & Bataineh, ).…”