Volume 34, Issue 2
  • ISSN 1461-0213
  • E-ISSN: 1570-5595
Buy:$35.00 + Taxes



This study explores the perceptions of English language teachers of the use of literature in the context of bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and for continued training.


Article metrics loading...

Loading full text...

Full text loading...


  1. Akyel, A., & Yalçin, E.
    (1990) Literature in the EFL class: A study of goal-achievement incongruence. ELT Journal, 44(3), 174–180. doi:  10.1093/elt/44.3.174
    https://doi.org/10.1093/elt/44.3.174 [Google Scholar]
  2. Álvarez, Z., Calvete, M., & Sarasa, M.
    (2012) Integrating critical pedagogy theory and practice: Classroom experiences in Argentinean EFL teacher education. Journal for Educators, Teachers and Trainers, 3, 60–71.
    [Google Scholar]
  3. Allwright, D., & Hanks, J.
    (2009) The developing language learner. An introduction to exploratory practice. Palgrave Macmillan. 10.1057/9780230233690
    https://doi.org/10.1057/9780230233690 [Google Scholar]
  4. Baba, W. K.
    (2008) An investigation into teachers’ and students’ attitudes towards literature and its use in ESL classrooms: A case study at a matriculation centre in Malaysia (Unpublished doctoral dissertation). https://hdl.handle.net/2381/4232
  5. Badria, A., & Khaled, M.
    (2014) A systematic review on using literature for the young learners in an EFL classroom. English language Teaching, 7(8), 75–80. doi:  10.5539/elt.v7n8p75
    https://doi.org/10.5539/elt.v7n8p75 [Google Scholar]
  6. Basturkmen, H., Loewen, S., & Ellis, R.
    (2004) Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243–72. doi:  10.1093/applin/25.2.243
    https://doi.org/10.1093/applin/25.2.243 [Google Scholar]
  7. Basturkmen, H.
    (2012) Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–95. doi:  10.1016/j.system.2012.05.001
    https://doi.org/10.1016/j.system.2012.05.001 [Google Scholar]
  8. Bayram, A., & Töngür, N.
    (2020) Incorporating short stories into ELT classes: ‘The Red Hat’ by Morley Callaghan. Manisa Celal Bayar University Journal of The Faculty of Education, 8(2), 30–38.
    [Google Scholar]
  9. Belcher, D., & Hirvela, A.
    (2000) Literature and L2 composition: Revisiting the debate. Journal of Second Language Writing, 9(1), 21–39. doi:  10.1016/S1060‑3743(99)00021‑1
    https://doi.org/10.1016/S1060-3743(99)00021-1 [Google Scholar]
  10. Beresova, J.
    (2015) Authentic materials – Enhancing language acquisition and cultural awareness. Procedia: Social and Behavioral Sciences, 192, 195–204. doi:  10.1016/j.sbspro.2015.06.028
    https://doi.org/10.1016/j.sbspro.2015.06.028 [Google Scholar]
  11. Bernhardt, E. B.
    (2002) Research into the teaching of literature in a second language: What it says and how to communicate it to graduate students. InV. M. Scott & H. Tucker (Eds.), SLA and literature classroom: Fostering dialogues (pp.195–210). Heinle.
    [Google Scholar]
  12. Bloemert, J., Jansen, E., & van de Grift, W.
    (2016) Exploring EFL literature approaches in Dutch secondary education. Language, Culture and Curriculum, 29(2), 169–188. doi:  10.1080/07908318.2015.1136324
    https://doi.org/10.1080/07908318.2015.1136324 [Google Scholar]
  13. Bloemert, J., Paran, A., Jansen, E., & van de Grift, W.
    (2019) Students’ perspective on the benefits of EFL literature education. The Language Learning Journal, 47(3), 371–384. doi:  10.1080/09571736.2017.1298149
    https://doi.org/10.1080/09571736.2017.1298149 [Google Scholar]
  14. Bloemert, J., Paran, A., & Jansen, E.
    (2020) Connecting students and researchers: The secondary school student’s voice in foreign language education research. Cambridge Journal of Education, 50(4), 429–444. doi:  10.1080/0305764X.2020.1720603
    https://doi.org/10.1080/0305764X.2020.1720603 [Google Scholar]
  15. Bobkina, J., Fernández de Caleya Dalmau, M., & Sarto Martes, M. P.
    (2012) The use of literature as an advanced technique for teaching English in the EFL/ESL classroom. Educación y Futuro, 27, 217–236.
    [Google Scholar]
  16. Bobkina, J., & Dominguez Romero, E.
    (2014) The use of literature and literary texts in the EFL classroom; between consensus and controversy. International Journal of Applied Linguistics & English Literature, 3(2), 248–260. doi:  10.7575/aiac.ijalel.v.3n.2p.248
    https://doi.org/10.7575/aiac.ijalel.v.3n.2p.248 [Google Scholar]
  17. (2015) English language and literature: Towards a model for implementation of the English / Spanish bilingual curriculum in Spain. English Language Teaching, 8(2), 1–14. doi:  10.5539/elt.v8n2p1
    https://doi.org/10.5539/elt.v8n2p1 [Google Scholar]
  18. Bobkina, J., & Stefanova, S.
    (2016) Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills. Studies in Second Language Learning and Teaching, 6(4), 677–696. doi:  10.14746/ssllt.2016.6.4.6
    https://doi.org/10.14746/ssllt.2016.6.4.6 [Google Scholar]
  19. Bobkina, J., & Dominguez Romero, E.
    (2019) Towards an inclusive model for teaching literature in multimodal frameworks: The case of a film-based workshop in the Complutense EFL/ESL teacher training program. InI. Vanderschelde & C. Herrero (Eds.) Using film and media in the language classroom: Reflections on research-led teaching. Multilingual Matters. 10.21832/9781788924498‑013
    https://doi.org/10.21832/9781788924498-013 [Google Scholar]
  20. (2018) Video-literature teaching in the EFL/ESL classroom: A multimodal framework for teaching visual literacy and literature through films. InE. Domínguez, E. Bobkina & S. Stefanova (Eds.), Teaching literature and language through multimodal texts (pp.35–53). IGI Global.
    [Google Scholar]
  21. Borg, S., & Alshumaimeri, Y.
    (2019) Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research23(1), 9–38. doi:  10.1177/1362168817725759
    https://doi.org/10.1177/1362168817725759 [Google Scholar]
  22. Bredella, L.
    (2013) Literary texts and intercultural understanding. InM. Byram & A. Hu (Eds.), The Routledge encyclopaedia of language teaching and learning (pp.438–443). Routledge.
    [Google Scholar]
  23. Butler, I.
    (2006) Integrating language and literature in English studies: A case study of the English 100 course at the University of North West (Unpublished doctoral dissertation). University of South Africa. uir.unisa.ac.za/bitstream/handle/10500/1663/thesis.pdf?sequence=1&isAllowed=y
  24. Byram, M.
    (2014) Twenty-five years on–from cultural studies to intercultural citizenship. Language Culture and Curriculum, 27(3), 209–25. doi:  10.1080/07908318.2014.974329
    https://doi.org/10.1080/07908318.2014.974329 [Google Scholar]
  25. Calafato, R.
    (2018) Literature in language education: Evolving language pedagogies and text preferences in contemporary Russia. Educational Studies, 2, 91–116. doi:  10.17323/1814‑9545‑2018‑2‑91‑116
    https://doi.org/10.17323/1814-9545-2018-2-91-116 [Google Scholar]
  26. Calafato, R., & Paran, A.
    (2019) Age as a factor in Russian EFL teacher attitudes towards literature in language education. Teaching and Teacher Education, 79, 28–37. doi:  10.1016/j.tate.2018.12.002
    https://doi.org/10.1016/j.tate.2018.12.002 [Google Scholar]
  27. Calafato, R., & Gudim, F.
    (2020) Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability. Language Teaching Research. doi:  10.1177/1362168820917909
    https://doi.org/10.1177/1362168820917909 [Google Scholar]
  28. Carrillo-García, M. E., & Cascales-Martínez, A.
    (2020) El aprendizaje de lenguas extranjeras a través de literatura juvenil. Revista Dilemas Contemporáneos: Educación, Política y Valores. https://www.dilemascontemporaneoseducacionpoliticayvalores.com/index.php/dilemas. 10.46377/dilemas.v36i1.2321
    https://doi.org/10.46377/dilemas.v36i1.2321 [Google Scholar]
  29. Carroli, P.
    (2008) Literature in second language education. Continuum.
    [Google Scholar]
  30. Carter, R.
    (2007) Literature and language teaching 1986–2006: A review. International Journal of Applied Linguistics, 17(1), 3–13. doi:  10.1111/j.1473‑4192.2007.00130.x
    https://doi.org/10.1111/j.1473-4192.2007.00130.x [Google Scholar]
  31. Çetinavcı, U. R., & Tütüniş, B.
    (2012) Making use of poems to teach English. The Journal of Language Teaching and Learning, 2(2), 75–88.
    [Google Scholar]
  32. Carter, R., & Long, M. N.
    (1991) Teaching literature. Longman.
    [Google Scholar]
  33. Cheung, A.
    (2019) Second language teachers’ conceptions of teaching literary texts. Teaching English as a Second or Foreign Language, 23(1), 1–18.
    [Google Scholar]
  34. Cheung, A., & Hennebry-Leung, M.
    (2020) Exploring an ESL teachers’ beliefs and practices of teaching literary texts: A case study in Hong Kong. Language Teaching Research, 24(4). doi:  10.1177/1362168820933447
    https://doi.org/10.1177/1362168820933447 [Google Scholar]
  35. Cohen, J.
    (1988) Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates.
    [Google Scholar]
  36. Collie, J., & Slater, S.
    (1990) Literature in the language classroom: A resource book of ideas and activities. Cambridge University Press.
    [Google Scholar]
  37. Council of Europe
    Council of Europe (2018) Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. https://rm.coe.int/-companion-volume-with-new-descriptors-2018/1680787989
    [Google Scholar]
  38. Dakowska, M.
    (2016) Authenticity, authentic texts and TEFL. A psycholinguistic perspective. InD. Gałajda, P. Zakrajewski, & M. Pawlak (Eds.), Researching second language learning and teaching from a psycholinguistic perspective. Springer. 10.1007/978‑3‑319‑31954‑4_13
    https://doi.org/10.1007/978-3-319-31954-4_13 [Google Scholar]
  39. De Vellis, R.
    (2003) Scale development: Theory and applications. Sage.
    [Google Scholar]
  40. Dominguez Romero, E., & Bobkina, J.
    (2015) Literature mediated English in the UCM degree in modern languages: A pilot study. Theory and Practice in Language Studies, 5(2), 235–246. doi:  10.17507/tpls.0502.02
    https://doi.org/10.17507/tpls.0502.02 [Google Scholar]
  41. Donato, R., & Brooks, F. B.
    (2004) Literary discussions and advanced speaking functions: Researching the (dis)connection. Foreign Language Annals, 37(2), 183–199. doi:  10.1111/j.1944‑9720.2004.tb02192.x
    https://doi.org/10.1111/j.1944-9720.2004.tb02192.x [Google Scholar]
  42. Duncan, S., & Paran, A.
    (2017) The effectiveness of literature on acquisition of language skills and intercultural understanding in the high school context (Report for the IB Organisation). www.ibo.org/contentassets/1fcefe0df17448bebe6781ea0396adff/effect-ofliterature-on-language-acquisition-final-report.pdf
    [Google Scholar]
  43. Early, M., & Marshall, S.
    (2008) Adolescent ESL students’ interpretation and appreciation of literary texts: A case study of multimodality. Canadian Modern Language Review, 64(3), 377–397. doi:  10.3138/cmlr.64.3.377
    https://doi.org/10.3138/cmlr.64.3.377 [Google Scholar]
  44. Facts and Figures: 2019–2020 school year
    Facts and Figures: 2019–2020 school year (2019) Ministerio de Educación y Formación Profesional. www.educacionyfp.gob.es/dam/jcr:3f538621-c3d4-4488-94ef-f23992dc51a6/datosycifras1920ing.pdf
  45. Farrell, T. S. C., & Ives, J.
    (2015) Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594–610. doi:  10.1177/1362168814541722
    https://doi.org/10.1177/1362168814541722 [Google Scholar]
  46. Férez Mora, P. A., & Coyle, Y.
    (2020) Poetry for EFL: Exploring change in undergraduate students’ perceptions, Porta Linguarum, 33, 231–247.
    [Google Scholar]
  47. Férez Mora, P. A., Coyle Balibrea, Y., & Maurandi López, A.
    (2020) The use of poetry for EFL: Exploring the beliefs of primary school trainees. Revista Signos. Estudios de Lingüística, 52(102), 56–79. doi:  10.4067/S0718‑09342020000100056
    https://doi.org/10.4067/S0718-09342020000100056 [Google Scholar]
  48. Gallardo Álvarez, I.
    (2008) La lectura de textos literarios en el colegio: ¿Por qué no leen los estudiantes?Educación, 30(1), 157–172. doi:  10.15517/revedu.v30i1.1801
    https://doi.org/10.15517/revedu.v30i1.1801 [Google Scholar]
  49. Garipova, N.
    (2014) Literatura y cine en la enseñanza secundaria: una propuesta didáctica para el aula de inglés. CAUCE: Revista Internacional de Filología, Comunicación y sus Didácticas, 36–37, 83–94.
    [Google Scholar]
  50. Garton, S., & Copland, F.
    (2019) Routledge handbook of teaching English to young learners. Routledge.
    [Google Scholar]
  51. Ghosn, I.
    (2002) Four good reasons to use literature in primary school ELT. ELT Journal, 2(56), 172–179. doi:  10.1093/elt/56.2.172
    https://doi.org/10.1093/elt/56.2.172 [Google Scholar]
  52. Gilmore, P.
    (1985) “Gimme room”: School resistance, attitude, and access to literacy. Journal of Education, 167(1), 111–128. 10.1177/002205748516700108
    https://doi.org/10.1177/002205748516700108 [Google Scholar]
  53. Glatishina, P.
    (2017) The role of authentic texts in developing speaking skills in English at schools. InG. Gulyaev (Ed.), Innovative technology and science in education (pp.40–42). MSNS.bast
    [Google Scholar]
  54. Gómez-Rodríguez, L. F.
    (2012) Fostering intercultural communicative competence through reading authentic literary texts in an advanced Colombian EFL classroom: A constructivist perspective. Profile Issues in Teachers’ Professional Development, 14(1), 49–66.
    [Google Scholar]
  55. (2018) English learners’ voices on integrating poetry through a transactional approach in an EFL classroom. Literatura y Linguistica, 37, 355–380. doi:  10.29344/0717621X.37.1387
    https://doi.org/10.29344/0717621X.37.1387 [Google Scholar]
  56. Grabe, W.
    (2009) Reading in a second language: Moving from theory to practice. Cambridge University Press.
    [Google Scholar]
  57. Green, A. B.
    (2017) Literature in the French EFL classroom: A portrait of teachers’ attitudes, goals, and resources (Unpublished doctoral thesis). University College London. https://discovery.ucl.ac.uk/id/eprint/10037662/
    [Google Scholar]
  58. Hall, G.
    (2015) Literature in language education. Palgrave Macmillan. 10.1057/9781137331847
    https://doi.org/10.1057/9781137331847 [Google Scholar]
  59. (Ed.) (2016) The Routledge handbook of English language teaching. Routledge. 10.4324/9781315676203
    https://doi.org/10.4324/9781315676203 [Google Scholar]
  60. Haukås, Å.
    (2016) Teachers’ beliefs about multilingualism and a multilingual pedagogical approach, International Journal of Multilingualism, 13(1), 1–18. doi:  10.1080/14790718.2015.1041960
    https://doi.org/10.1080/14790718.2015.1041960 [Google Scholar]
  61. Hedge, T.
    (2000) Teaching and learning in the language classroom. Oxford University Press.
    [Google Scholar]
  62. Hirvela, A.
    (1989) Five bad reasons why language teachers avoid literature. British Journal of Language Teaching, 27(3), 127–132.
    [Google Scholar]
  63. Hirvela, A., & Boyle, J.
    (1988) Literature courses and student attitudes. ELT Journal, 42, 179–184. doi:  10.1093/elt/42.3.179
    https://doi.org/10.1093/elt/42.3.179 [Google Scholar]
  64. Iida, A.
    (2012) Writing haiku in a second language: Perceptions, attitudes, and emotions of second language learners. Sino-US English Teaching, 9(9), 1472–1485.
    [Google Scholar]
  65. Jones, C., & Carter, R.
    (2012) Literature and language awareness: Using literature to achieve CEFR outcomes. Journal of Second Language Teaching and Research, 1(1), 69–82. doi:  10.5420/jsltr.01.01.3320
    https://doi.org/10.5420/jsltr.01.01.3320 [Google Scholar]
  66. Khatib, M.
    (2011) A new approach to teaching English poetry to EFL students. Journal of language teaching and research, 2(1), 164–169. doi:  10.4304/jltr.2.1.164‑169
    https://doi.org/10.4304/jltr.2.1.164-169 [Google Scholar]
  67. Koutsompou, V. I., & Kotsopoulou, A.
    (2015) The concept of death as depicted in fairy tales. International Journal of Languages, Literature and Linguistics, 1(2), 154–157. 10.7763/IJLLL.2015.V1.30
    https://doi.org/10.7763/IJLLL.2015.V1.30 [Google Scholar]
  68. Kramsch, C., & Kramsch, O.
    (2000) The avatars of literature in language study. Modern Language Journal, 84, 553–573. doi:  10.1111/0026‑7902.00087
    https://doi.org/10.1111/0026-7902.00087 [Google Scholar]
  69. Kramsch, C.
    (2013) Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1), 57–78.
    [Google Scholar]
  70. Lao, C. Y., & Krashen, S.
    (2000) The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System, 28, 261–270. doi:  10.1016/S0346‑251X(00)00011‑7
    https://doi.org/10.1016/S0346-251X(00)00011-7 [Google Scholar]
  71. Lasagabaster, D., & López Beloqui, R.
    (2015) The impact of type of approach (CLIL versus EFL) and methodology (Book-based versus project work) on motivation. Porta Linguarum, 23, 41–57. doi:  10.30827/Digibug.53737
    https://doi.org/10.30827/Digibug.53737 [Google Scholar]
  72. Lazar, G.
    (1993) Literature and language teaching. Cambridge University Press. 10.1017/CBO9780511733048
    https://doi.org/10.1017/CBO9780511733048 [Google Scholar]
  73. Liddicoat, A. C.
    (Ed.) (2000) Teaching languages, teaching cultures. Language Australia.
    [Google Scholar]
  74. Lozano, L. M., García-Cueto, E., & Muñiz, J.
    (2008) Effect of the number of response categories on the reliability and validity of rating scales. Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, 4(2), 73–79. doi:  10.1027/1614‑2241.4.2.73
    https://doi.org/10.1027/1614-2241.4.2.73 [Google Scholar]
  75. Luukka, E.
    (2019) Selection, frequency, and functions of literary texts in Finnish general upper secondary EFL education. Scandinavian Journal of Educational Research, 63(2), 198–213. doi:  10.1080/00313831.2017.1336476
    https://doi.org/10.1080/00313831.2017.1336476 [Google Scholar]
  76. Macleroy, V.
    (2013) Cultural, linguistic and cognitive issues in teaching the language of literature for emergent bilingual pupils. Language, Culture and Curriculum, 26(3), 300–316. doi:  10.1080/07908318.2013.852566
    https://doi.org/10.1080/07908318.2013.852566 [Google Scholar]
  77. Maley, A.
    (1989) Down from the pedestal: Literature as resource. Modern English Publications.
    [Google Scholar]
  78. Malla García, N.
    (2016) Guidelines for the selection of curriculum materials in teaching English as a foreign language. Revista Complutense de Educación, 27(2), 707–724. 10.5209/rev_RCED.2016.v27.n2.47853
    https://doi.org/10.5209/rev_RCED.2016.v27.n2.47853 [Google Scholar]
  79. Mann, S., & Walsh, S.
    (2017) Reflective practice in English language teaching. Research-based principles and practices. Routledge. 10.4324/9781315733395
    https://doi.org/10.4324/9781315733395 [Google Scholar]
  80. Martínez Lirola, M.
    (2016) A proposal for teaching with authentic texts to develop social awareness in a language subject at tertiary education. Argentinian Journal of Applied Linguistics, 4(1), 59–73. doi:  10.21462/asiantefl.v1i1.5
    https://doi.org/10.21462/asiantefl.v1i1.5 [Google Scholar]
  81. Masuhara, H., Hann, N., Yi, Y., & Tomlinson, B.
    (2008) Adult EFL courses. ELT Journal, 62(3), 294–314. doi:  10.1093/elt/ccn028
    https://doi.org/10.1093/elt/ccn028 [Google Scholar]
  82. Mills, N.
    (2011) Teaching assistants’ self-efficacy in teaching literature: Sources, personal assessments, and consequences. The Modern Language Journal, 95(1), 61–80. doi:  10.1111/j.1540‑4781.2010.01145.x
    https://doi.org/10.1111/j.1540-4781.2010.01145.x [Google Scholar]
  83. MLA Ad Hoc Committee on Foreign Languages
    MLA Ad Hoc Committee on Foreign Languages (2007) Foreign languages and higher education: New structures for a changed world. www.mla.org/pdf/forlang_news_pdf.pdf
    [Google Scholar]
  84. Mrozowska, H.
    (2000) Literature in the language classroom: Celebration-exploration-participation. IATEFL Issues, 154, 4–7.
    [Google Scholar]
  85. Muthmainnah, Rahman A., Atmowardoyo, H., Salija, K., & Asrifan, A.
    (2020) Literary work as teaching materials: A study of students and lecturers needs analysis solid state technology, 63(5), 394–407.
    [Google Scholar]
  86. Nanda, D. S., & Susanto, S.
    (2020) Using literary work as authentic material for the EFL classroom in Indonesia. International Journal of Innovation, Creativity and Change, 12(12). doi:  10.31219/osf.io/cjrwt
    https://doi.org/10.31219/osf.io/cjrwt [Google Scholar]
  87. Orden 2763/2014, de 28 de agosto, de la Consejería de Educación, Juventud y Deporte, por la que se amplían, con carácter experimental, las enseñanzas en inglés en los institutos bilingües de la Comunidad de Madrid.
  88. Orden 763/2015, de 24 de marzo, de la Consejería de Educación, Juventud y Deporte, por la que se regulan los centros privados concertados bilingües del ámbito de gestión de la Comunidad de Madrid.
  89. Orden nº 972/2017. Por la que se regulan los institutos bilingües español-inglés de la Comunidad de Madrid. Boletín Oficial de la Comunidad de Madrid.
  90. Orden 2876/2018, de 27 de julio, de la Consejería de Educación e Investigación, por la que se establece el currículo de inglés avanzado de Educación Secundaria Obligatoria en institutos y centros privados concertados bilingües español-inglés de la Comunidad de Madrid, y de Bachillerato, en institutos bilingües español-inglés de la Comunidad de Madrid.
  91. Ostria González, M.
    (2003) La enseñanza de la literatura en los tiempos que corren. Ciber Humanitatis14, 34–52.
    [Google Scholar]
  92. Paesani, K.
    (2011) Research in language-literature instruction: Meeting the call for change?Annual Review of Applied Linguistics, 31, 161–181. doi:  10.1017/S0267190511000043
    https://doi.org/10.1017/S0267190511000043 [Google Scholar]
  93. Paran, A.
    (2000) Survey review: Recent books on the teaching of literature. ELT Journal, 54(1), 75–88. doi:  10.1093/elt/54.1.75
    https://doi.org/10.1093/elt/54.1.75 [Google Scholar]
  94. (2006a) Literature in language teaching and learning. TESOL.
    [Google Scholar]
  95. (2006b) The stories of literature and language teaching. InA. Paran (Ed.), Literature in language teaching and learning. Case studies in TESOL (pp.1–10). TESOL.
    [Google Scholar]
  96. (2008) The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Language Teaching, 41(4), 465–496. doi:  10.1017/S026144480800520X
    https://doi.org/10.1017/S026144480800520X [Google Scholar]
  97. (2018, April10–13). Using questionnaires in researching literature in language teaching and learning. InA. Paran, P. Kirchoff, F. Klippel, C. Ludwig, & S. Mourão (Eds.), Researching literature in the language classroom: Patterns and possibilities. Panel presentation at the52nd IATEFL Annual Conference. Brighton, UK.
    [Google Scholar]
  98. Peiser, G. M., & Jones, M.
    (2013) The significance of intercultural understanding in the English modern foreign languages curriculum: A pupil perspective. The Language Learning Journal, 41(3), 340–56. doi:  10.1080/09571736.2013.836350
    https://doi.org/10.1080/09571736.2013.836350 [Google Scholar]
  99. Pérez Cañado, M. L.
    (2016) Teacher training needs for bilingual education: In-service teacher perceptions. International Journal of Bilingual Education and Bilingualism, 19(3), 266–295. doi:  10.1080/13670050.2014.980778
    https://doi.org/10.1080/13670050.2014.980778 [Google Scholar]
  100. Pérez Valverde, C., & Ruiz Cecilia, R.
    (2012) Paving the way towards the ECTS system: Self-assessment, metacognition, and professional competence in a literature course for FL teachers. Porta Linguarum, 17, 67–77. doi:  10.30827/Digibug.31959
    https://doi.org/10.30827/Digibug.31959 [Google Scholar]
  101. Plaza Velasco, M.
    (2015) Canon literario y enseñanza de literatura a estudiantes de ELE: Selecciones de textos y modelos de lectura, Doblele, 1.
    [Google Scholar]
  102. Pulverness, A. [British Council Russia
    ] (2014, March). The ghost at the banquet: The use and abuse of literature in the language classroom [Video file]. https://www.youtube.com/watch?v=TePtqr2YnJI
    [Google Scholar]
  103. Richards, J. C., & Renandya, W. A.
    (Eds.) (2002) Methodology in language teaching: An anthology of current practice. Cambridge University Press. 10.1017/CBO9780511667190
    https://doi.org/10.1017/CBO9780511667190 [Google Scholar]
  104. Ruiz-Ocaña, J.
    (2014, January31). La educación bilingue empieza a dar sus frutos en España. Expansión.com. www.expansion.com/2014/01/30/entorno/1391091142.html
    [Google Scholar]
  105. Sanchez García, D., & Dafouz, E.
    (2020) Equipping educational developers for inclusive international programs in higher education. InI. Fortanet Gómez (Ed.), The dimensions of EMI in the international classroom: Training teachers for the future university (pp.21–40). IGI-Global. 10.4018/978‑1‑7998‑2318‑6.ch002
    https://doi.org/10.4018/978-1-7998-2318-6.ch002 [Google Scholar]
  106. Stefanova, S., Bobkina, J., & Sánchez-Verdejo, J.
    (2017) The effectiveness of teaching critical thinking skills through literature in EFL context: A case study in Spain. International Journal of Applied Linguistics & English Literature, 6(6), 248–260. doi:  10.7575/aiac.ijalel.v.6n.6p.252
    https://doi.org/10.7575/aiac.ijalel.v.6n.6p.252 [Google Scholar]
  107. Stinson, M., & Winston, J.
    (2011) Drama education and second language learning: A growing field of practice and research. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 479–488. doi:  10.1080/13569783.2011.616395
    https://doi.org/10.1080/13569783.2011.616395 [Google Scholar]
  108. Suliman, A., & Yunus, M. M.
    (2014) A glimpse on the re-introduction of English literature in Malaysian secondary schools. International Journal of Languages and Literatures, 2(2), 151–164.
    [Google Scholar]
  109. Tomczak, M., & Tomcak, E.
    (2014) The need to report effect size estimates revisited. An overview of some recommended measures of effect size. Trends Sport Sciences, 1(21), 19–25.
    [Google Scholar]
  110. Tomlinson, B., & Masuhara, H.
    (2013) Adult coursebooks. ELT Journal, 67(2), 233–249. doi:  10.1093/elt/cct007
    https://doi.org/10.1093/elt/cct007 [Google Scholar]
  111. Torrano-Guillamón, L., Cascales-Martínez, A., & Carillo-García, E.
    (2019) Use of literature, resources and innovative methodologies in the English classroom. Porta Linguarum, 32, 53–70.
    [Google Scholar]
  112. Urlaub, P.
    (2013) Questioning the text: Advancing literary reading in the second language through web-based strategy training. Foreign Language Annals, 46(3), 508–521. doi:  10.1111/flan.12038
    https://doi.org/10.1111/flan.12038 [Google Scholar]
  113. Van, T.
    (2009) The relevance of literary analysis to teaching literature in the EFL classroom. English Teaching Forum, 3, 2–9.
    [Google Scholar]
  114. Weist, V. D.
    (2004) Literature in lower-level courses: Making progress in both language and reading skills. Foreign Language Annals, 37(2), 209–221. doi:  10.1111/j.1944‑9720.2004.tb02194.x
    https://doi.org/10.1111/j.1944-9720.2004.tb02194.x [Google Scholar]
  115. Williams, C.
    (2011) Research methods. Journal of Business & Economics Research (JBER), 5(3). doi:  10.19030/jber.v5i3.2532
    https://doi.org/10.19030/jber.v5i3.2532 [Google Scholar]
  116. Xerri, D.
    (2012) The use of authentic texts with postgraduate students. Journal of Education and Learning, 1(1), 43–48. doi:  10.5539/jel.v1n1p43
    https://doi.org/10.5539/jel.v1n1p43 [Google Scholar]
  117. Xerri, D., & Xerri Agius, S.
    (2012) The use of literature. ETAS Journal, 30(1), 18–23. doi:  10.1080/13614541.2012.716691
    https://doi.org/10.1080/13614541.2012.716691 [Google Scholar]
  118. Yeh, A.
    (2005) Poetry from the heart. English Today, 21(1), 45–51. 10.1017/S0266078405001100
    https://doi.org/10.1017/S0266078405001100 [Google Scholar]
  119. Zengin, B., Basal, A., Yukselir, C.
    (2019) Investigation into the perception of English teachers and instructors on the use of literature in English language teaching. The Reading Matrix: An International Online Journal, 19(1), 155–166.
    [Google Scholar]

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error