EFL Literature Studies: Student Feedback on Teaching Methodology
Title
EFL Literature Studies: Student Feedback on Teaching Methodology
EFL Literature Studies: Student Feedback on Teaching Methodology
Keywords: authentic literature; literary analysis; reader-response theory; stylistics; student feedback
Authors
Gary G Fogal
Kansai Gaidai University
Gary G Fogal
Kansai Gaidai University
Bio Data
Gary G Fogal is an assistant professor in the Faculty of Foreign Languages at Kansai Gaidai University, Japan. His research interests include the role of literary theory and authentic literature in foreign language acquisition, and the influence of music on English foreign language acquisition. He is currently working on an EAP textbook for Oxford University Press.
Abstract
Research indicates that authentic literature is more frequently finding itself placed on university and college English as a Foreign Language syllabi. This paper examines this growing pedagogical trend. As Paran (2008) notes, enough conclusive evidence that specifically analyzes student reaction to how literature is incorporated in the classroom is lacking. This paper attempts to help partially fill this void. The research herein examines student reactions to three teaching methodologies that incorporate authentic literature in the classroom. This research was carried out over the fall 2009 semester at a foreign language university in Japan. Students were asked to respond critically to three short works of fiction. Student feedback was obtained through questionnaires and one-on-one interviews with the instructor. Qualitative data confirms previous research (Kellem, 2009) that argued for the inclusion of multiple approaches to literary analysis. It also reveals learner preferences for material that engages meta-cognitive awareness, and demonstrates that this awareness leads to improved performance and higher levels of work-related student satisfaction. This paper will discuss some of these findings, and make suggestions and recommendations for both further research and classroom methodology.
Research indicates that authentic literature is more frequently finding itself placed on university and college English as a Foreign Language syllabi. This paper examines this growing pedagogical trend. As Paran (2008) notes, enough conclusive evidence that specifically analyzes student reaction to how literature is incorporated in the classroom is lacking. This paper attempts to help partially fill this void. The research herein examines student reactions to three teaching methodologies that incorporate authentic literature in the classroom. This research was carried out over the fall 2009 semester at a foreign language university in Japan. Students were asked to respond critically to three short works of fiction. Student feedback was obtained through questionnaires and one-on-one interviews with the instructor. Qualitative data confirms previous research (Kellem, 2009) that argued for the inclusion of multiple approaches to literary analysis. It also reveals learner preferences for material that engages meta-cognitive awareness, and demonstrates that this awareness leads to improved performance and higher levels of work-related student satisfaction. This paper will discuss some of these findings, and make suggestions and recommendations for both further research and classroom methodology.
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Category: Main Editions, Volume 12 Issue 4
