Instructional Practices in the Teaching of Literature: What Matters?

Mustakim, Siti Salina; Lebar, Othman; Minghat, Asnul Dahar

doi:10.6007/ijarbss/v8-i8/4459

Cited by 4 publications

(4 citation statements)

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“…In this learner-centered approach (Hammad, 2012), the focus is placed on a particular use of language in a text and a specific cultural context (Rahimipour, 2019). In actual fact, this approach-which is an amalgamation of the language and the cultural models (Savvidou, 2004)has students respond to the narrative by connecting it with their personal experiences (Hadjoui & Kheladi, 2014;Lazar, 1993;Yimwilai, 2015), which is why some associate it with the personal response approach (Mustakim et al, 2018). In general, the personal growth model emphasizes the students' personal involvement in reading literature.…”

Section: The Personal Growth Approachmentioning

confidence: 99%

An Affective Approach to Teaching Literature: I Feel Therefore I am

Moustafa¹,

Naima²

2022

AWEJ

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The present research paper seeks to ascertain whether students respond emotionally to literature—as it is argued that the emotions experienced during reading help interpret literary texts. To that end, the study departs from an investigation of students’ personal responses only to determine whether emotion-based responses exist in the EFL context, thus answering the central question that guides this work: do affective responses to literature exist? The stakeholders involved in this study are master-one, EFL students who specialize in literature and civilization at the University of Oran 2, in Algeria. These students were asked to answer a mixed-methods questionnaire. Of the 61 students concerned with the study, thirty-one have answered. The analysis of the ensuing data showed that affective responses to literature are quasi-nonexistent, thus the urgent need to reassess the current literature teaching approaches.

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Section: The Personal Growth Approachmentioning

confidence: 99%

An Affective Approach to Teaching Literature: I Feel Therefore I am

Moustafa¹,

Naima²

2022

AWEJ

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“…All these studies are relevant in the current times too as they view the teaching literature as a source of disseminating global trends and values leading to global citizenship. Mustakim et al (2018) in a recent study has assessed the choice of instructional practices for teaching of literature and insisted that the instructional method to teach literature must develop creative thinking, widen the minds of students for global problems. The study explores various models, approaches and activities in teaching of literature, particularly the cultural model which made use of cultural information and moral-philosophical values contained in the literary texts and recorded personal responses of the participants which comprised teachers and students of literature.…”

Section: Literature Reviewmentioning

confidence: 99%

Goals of Teaching Literature: Literacy, Liberalism and Global Citizenship

Saleem

Ilyas

2019

International Journal of English Language and Literature Studie

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This paper is based on the premise that teaching of literature acts as a remedy for widespread cross-cultural misunderstandings, prejudice and global ignorance. It can also be exploited for multicultural understanding and progressive global responsibility. Moreover, the paper also studies how far the teaching of literature contributes to socialize students into Literacy, Liberalism, and Global Citizenship transmitting particular worldviews and instilling in them knowledge, and obedience to cultural beliefs and practices through educational practices. The study measures how far the teaching of literature could be utilized for instilling the elements of Literacy, Liberalism, and Global Citizenship among the graduates. By making use of a multiple linear regression model with SPSS 25 on a sample size of 100 respondents comprising ethnically diverse teachers of literature from the regions in Asmara, Eriteria, the study analyzed coefficients and accuracy levels in order to determine the influence of teaching of literature (predictor) on Literacy, Liberalism, and Global Citizenship (dependent variables). Results revealed a partial but significant influence of predictor on dependent variables without much diversion. It is recommended that the volatility in the relationship between the predictor and dependent variables should be addressed in future research.Contribution/ Originality: This study contributes to literature studies by exploring how teaching of English literature can act as a remedy for widespread cross-cultural misunderstandings, prejudice and global ignorance. The factors analyzed are Literacy, Liberalism, and Global Citizenship which learners can imbibe through the teaching of literature.

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“…Lastly, teachers should give scaffold assistance with literary materials (Khatib & Nourzadeh, 2011). The study about instructional practices in teaching literature revealed that instructional practices conducted by the teachers in teaching literature should be connected to the learner's development as reflected in the goal and instructional objectives of the lesson (Mustakim et al, 2018). While the findings on the study regarding the approaches in teaching literature employed by senior high school teachers found out that the ultimate objective in teaching literature is to let the learners appreciate the content through the use of various approaches reflected from the techniques utilized by the teachers (Parojenog, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…With this, teachers can choose the teaching strategies that they can use to teach this subject. These are the suggested approaches in teaching literature; Information-Based approach, Personal-Response, Language-Based, Pharaphrastic Approach, Moral-Philosophical, and Stylistic Approach (Mustakim et al, 2018). But, in teaching literature, Task-Based Instruction can also be used by the teachers.…”

Section: Introductionmentioning

confidence: 99%

Task-Based Instruction in teaching 21st Century literature from the Philippines and the world: Learners’ views and reflections

Parcon¹

2022

ELTF

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This study aimed to determine the learners' views and reflections on task-based instruction in teaching 21st Century literature from the Philippines and the World Subject. Specifically, the following objectives were attained: to determine the understanding of learners in the concept of task and task-based instruction, to know learners' perceptions in the implementation of task and task-based instruction used by the teacher in teaching 21st Century Literature subject, to point out the problems encountered by the students and how the students overcome those problems in performing task-based activities. 73 grade 11 students served as the respondents of this study. Using the descriptive method, specifically survey and interview, the study revealed that most students clearly understood the concept of task and task-based instruction. However, some students only agreed that performing tasks and the teacher's task-based instruction in teaching 21st Century Literature use the English language. The majority of the respondents strongly agreed that task and task-based instruction is implemented in their 21st Century Literature class. External factors, language used in the instructions written in the module, interest in literature and familiarity with literary materials, and difficulty level of task-based activities in the module are problems that the respondents encountered during the implementation of task-based instruction in their 21st Century Literature class. While seeking classmates' and teacher's assistance, teacher's motivation and teaching strategies, and self-initiative and motivation are the means for the students to overcome the difficulties they encountered in implementing the task and task-based instruction in 21st Century Literature class.

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Instructional Practices in the Teaching of Literature: What Matters?

Cited by 4 publications

References 0 publications

An Affective Approach to Teaching Literature: I Feel Therefore I am

An Affective Approach to Teaching Literature: I Feel Therefore I am

Goals of Teaching Literature: Literacy, Liberalism and Global Citizenship

Task-Based Instruction in teaching 21st Century literature from the Philippines and the world: Learners’ views and reflections

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