Students' perspective on the benefits of EFL literature education

Understanding students' perspectives on the foreign language (FL) curriculum could be considered as a vital step in curriculum design and lesson planning. This study drew on data provided by a single open question survey to investigate the perspective of Dutch secondary school students (N = 635...

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Bibliographic Details
Published in:Language learning journal 2019-05, Vol.47 (3), p.371-384
Main Authors: Bloemert, Jasmijn, Paran, Amos, Jansen, Ellen, van de Grift, Wim
Format: Article
Language:English
Subjects:
Comparative Analysis
Curricula
Curriculum Design
Curriculum development
Dutch language
Education
Educational Benefits
English (Second Language)
English as a second language
English as a second language instruction
English Literature
FL literature education
Foreign Countries
Foreign language learning
integrated language and literature curricula
Lesson Plans
Literature education
Schools
Second Language Instruction
Second Language Learning
secondary education
Secondary School Students
Student Attitudes
Student perspective
Students
Teaching Methods
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Summary:Understanding students' perspectives on the foreign language (FL) curriculum could be considered as a vital step in curriculum design and lesson planning. This study drew on data provided by a single open question survey to investigate the perspective of Dutch secondary school students (N = 635) from 15 different schools with regard to the benefits of literature education in English as a foreign language (EFL). This study also sought to find out whether there are any differences in these perspectives between the different schools. The Comprehensive Approach to Foreign Language Literature Learning was used to analyse the students' answers. Results show that the majority of the students consider literature in a FL primarily as language education. Furthermore, a comparison between the 15 schools indicated that there were differences in the way students from different schools perceive the benefits of the EFL literature curriculum. The article concludes with a discussion of pedagogical issues and suggestions for ways in which the student perspective can be studied on a small scale.
ISSN:0957-1736
1753-2167
DOI:10.1080/09571736.2017.1298149