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p-Index From 2021 - 2026
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All Journal Journal of Education and Learning (EduLearn) Asian TESOL Journal
Jamiah Baba
Universiti Teknologi MARA
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Learners’ Views of Literature and Academic Achievement in a Literature Course: A Sample of ESL Pre-Service Teachers in Malaysia Jamiah Baba
Asian TESOL Journal Vol. 2 No. 1: November 2022
Publisher : ALTSA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/asiantj.v2i1.26

Abstract

The advantages and disadvantages of literature in ESL contexts has been much discussed. Proponents argue that the drawbacks can be minimised if learners’ expectations, needs, and interests are carefully considered. This paper, therefore, attempts to describe learners’ views of literature and the challenges they face while learning literature and to understand whether these experiences have an impact on their academic achievement of a particular literature course. 35 pre-service teachers participated in the study by answering a questionnaire that comprises multiple-choice items and open-ended questions. The respondents were purposely selected as they are training to become English teachers, have taken at least eight literature courses, and are currently enrolled in at least one literature course. Frequency count was mainly used to describe the response to each item while crosstabulations are used whenever the responses are to be compared with each other. The learners’ academic grades were also analysed and cross tabulated with the items in the questionnaire. The findings show that the learners view literature positively and enjoyed learning literature, citing scaffolding and support as key factors. These findings have implications on how educators plan and teach literature courses, which can affect how ESL learners’ approach and learn literature.
Learning literature: undergraduates’ views, experiences, and academic achievement Jamiah Baba; Shireena Basree Abdul Rahman; Radzuwan Ab Rashid
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22777

Abstract

The paper explores the debate over incorporating literature into English as a second language (ESL) classrooms, underscoring the importance of addressing learners’ expectations and interests. Emphasising learners’ expectations and interests not only enhances engagement but also fosters a deeper appreciation for language nuances, cultural contexts, and diverse perspectives embedded within literary works. Therefore, the study aims to understand learners’ perspectives and challenges in learning literature, and assesses the impact on their literature academic achievements. The study utilised a quantitative approach that involved seventy pre-service teaching English as a second language (TESL) teachers enrolled in several literature courses. A questionnaire with multiple-choice and open-ended questions were used to gather relevant data, and responses were analysed using frequency counts and cross-tabulations. The academic grades of the learners were analysed and cross-tabulated with the questionnaire items. Overall, learners expressed positive views of literature, enjoying the learning process and emphasising the need for scaffolding and support in understanding the literature texts covered. These findings suggest implications for educators in planning and delivering literature courses, shaping how ESL learners engage with literature.
Co-Authors Radzuwan Ab Rashid Shireena Basree Abdul Rahman