Enhancing students writing skills using novels: The saudi EFL learners’ perspective

Paiker Fatima Mazhar Hameed

Abstract


Applied linguists have divergent views on the interaction between literature and language instruction. Language through a literary lens logically validates the position of literature in the acquisition of language skills by exposing students to a variety of writing types and authoritative sources. Syllabi built around language structures cannot be adequate to ensure that students acquire language skills. In comparison, an authentic curriculum centered around novels and short stories encourages students to study the language and fosters critical reasoning and language skills. In this vein, this research seeks to ascertain undergraduates' perceptions of the function of novel teaching in improving writing abilities by the use of a survey in which students expressed their perspectives on the areas in which novel teaching aided their writing ability development. The students' answers were analyzed, and a one-sample t-test showed that they concluded that novel instruction had a beneficial impact on their sentence and paragraph writing skills. Based on these observations, the author recommended incorporating novels into undergraduate English courses through the use of successful teaching approaches and the collection of novels suitable for students' linguistic abilities.

Keywords


perception; EFL students;enhancement; teaching novels; Writing skills

Full Text:

PDF

References


Abelson, R. P. (2019). Artificial intelligence and literary appreciation: How big is the gap?. In Literary discourse (pp. 38-48). de Gruyter. https://doi.org/10.1515/9783110864236-002

Ahmad, T., Zainal, Z., & Rajab, A. (2019). A conceptual review of the role of teaching and learning of second language through literature and communicative approach. Open Journal of Science and Technology, 2(2), 6-10. https://doi.org/10.31580/ojst.v2i2.913

Akyel, A., & Yalcin, 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

Ali, S., Khan, G. Z., & Amin, I. (2019). Poetry guided speaking and motivation in English as a second language classroom. Pakistan Journal of Social Sciences (PJSS), 39(3), 879-886.

Alkhaleefah, T. A. (2017). What is the place of English literature in ELT classrooms? A review of related Studies. International Journal of Applied Linguistics and English Literature, 6(7), 192-197. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.192

Alkodimi, K. A., & Al-Ahdal, A. A. M. H. (2021). Strategies of Teaching Writing at Saudi Tertiary Level Institutions: Reality and Expectations. Arab World English Journal (AWEJ), 12(2), 399-413 DOI: https://dx.doi.org/10.24093/awej/vol12no2.27

Atasoy, S. (2013). Effect of writing-to-learn strategy on undergraduates' conceptual understanding of electrostatics. The Asia-Pacific Education Researcher, (22), 593-602. http://dx.doi.org/10.1007/s40299-013-0062-4 .

Belcher, D., & Hirvela, A. (2000). Literature and L2 composition: Revisiting the debate. Journal of second language writing, 9(1), 21-39. https://doi.org/10.1016/S1060-3743(99)00021-1

Bishop, W. (1995). The literary text and the writing classroom. Journal of Advanced Composition, 15, 435-454.

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. https://doi.org/10.1080/09571736.2017.1298149

Bretz, M. L. (1990). Reaction: Literature and communicative competence: A springboard for the development of critical thinking and aesthetic appreciation. Foreign Language Annals, 23(4), 335-338. https://doi.org/10.1111/j.1944-9720.1990.tb00381.x

Brooks, M. C., Cutler, K. D., Sanjakdar, F., & Liou, D. D. (2020). Teaching Jihad: Developing Religious Literacy through Graphic Novels. Religions, 11(11), 622. https://doi.org/10.3390/rel11110622

Brumfit, C., & Carter, R. (1986). Literature and language teaching. Oxford: Oxford University Press.

Brumfit, C. J. (Ed.). (1983). Teaching literature overseas: Language-based approaches.

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.

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, 1362168820933447.

Colantonio-Yurko, K. C., Miller, H., & Cheveallier, J. (2018). "But She Didn't Scream": Teaching about Sexual Assault in Young Adult Literature. Journal of Language and Literacy Education, 14(1), n1.

Cook, G. (1994). Discourse & literature: The interplay of form and mind. Oxford: Oxford University Press.

Covarino, G. (2019). Literature in the foreign language classroom: students' and teachers' views on learner motivation, reading habits and skills, and the role of the teacher (Doctoral dissertation, University of Birmingham).

De Winter, J., & Dodou, D. (2010). Five-Point Likert items: t test versus Mann-Whitney-Wilcoxon. Practical Assessment, Research & Evaluation, 15(11), 1-16.

Duncan, S., & Paran, A. (2017). The effectiveness of literature on acquisition of language skills and intercultural understanding in the high school context. London: UCL Institute of Education, University College London.

El Shaban, A., & Egbert, J. (2018). Diffusing education technology: A model for language teacher professional development in CALL. System, 78, 234-244. https://doi.org/10.1016/j.system.2018.09.002

Erkaya, O. (2005). Benefits of using short stories in the elf context. benefits of using short stories in the self context. Asian EFL Journal, (8), 1-13.

Evens, M., Elen, J., Larmuseau, C., & Depaepe, F. (2018). Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education. Teaching and Teacher Education, 75, 244-258.

Fandiño, F. G. E., Muñoz, L. D., & Velandia, A. J. S. (2019). Motivation and E-Learning English as a foreign language: A qualitative study. Heliyon, 5(9), https://doi.org/10.1016/j.heliyon.2019.e02394

Fu, Y., Kok, R. A., Dankbaar, B., Ligthart, P. E., & Van Riel, A.C. (2018). Factors affecting sustainable process technology adoption: A systematic literature review. Journal of Cleaner Production, 205, 226-251. https://doi.org/10.1016/j.jclepro.2018.08.268

Gajdusek, L. (1988). Toward wider use of literature in ESL: Why & how. TESOL Quarterly, 22(2), 227-257.

Golparvar, S. E., & Khafi, A. (2021). The role of L2 writing self-efficacy in integrated writing strategy use and performance. Assessing Writing, 47, https://doi.org/10.1016/j.asw.2020.100504.

Halliday, M. & Hasan, R. (2014). Cohesion in English. Hoboken: Taylor & Francis.

Harmer, J. (2004). How to teach writing. England: Pearson Education Limited.

Harpe, S. (2015). How to analyze Likert & other rating scale data. Currents in Pharmacy Teaching & Learning, 7(6), 836-850.

Hasanudin, C., Fitrianingsih, A., & Saddhono, K. (2019). The use of wondershare filmora version 7.8. 9 media apps in flipped classroom teaching. Review of Computer Engineering Studies, 6(3), 51-55.

Hassan, A., Kazi, A. S., & Asmara Shafqat, Z. A. The Impact of Process Writing on the Language and Attitude of Pakistani English Learners. Asian EFL Journal, 27(4.3), 260-277.

Hedge, T. (1988). Writing. Oxford: Oxford University Press.

Helton, C., Asamani, J., & Thomas. D. (1998). A novel approach to the teaching of reading. Tennessee State: Tennessee State University.

Hernández, P. S. (2017). The potential of literary texts in the language classroom: The study of linguistic functions. ODISEA. Revista de estudios ingleses, (12), 233-243.

Iman, J. (2017). A quasi-experimental study on using short stories: statistical & inferential analyses on the non- English major university students’ speaking & writing achievements. International Journal of Languages’ Education & Teaching, 5(1), 421-433.

Issa, S. (2018). Comics in the English classroom: A guide to teaching comics across English studies. Journal of Graphic Novels and Comics, 9(4), 310-328. https://doi.org/10.1080/21504857.2017.1355822

Jiang, L. (2018). Digital multimodal composing and investment change in learners' writing in English as a foreign language. Journal of Second Language Writing, 40, 60-72.

KAŞLIOĞLU, Ö., & Ersin, P. (2018). Pre-service teachers’ beliefs about literature integration in English language teaching classrooms. Dil ve Dilbilimi Çalışmaları Dergisi, 14(3), 213-232.

Kellogg, R.T. (2008). Training writing skills: A cognitive-developmental perspective. Journal of writing research, 1(1), 1-26

Klein, P., & Boscolo, P. (2016). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311- 350. doi: 10.17239/jowr-2016.07.03.01

Klein, P., Piacente-Cimini, S., & Williams, L. (2007). The role of writing in learning from analogies. Learning & Instruction, (17), 595-611.

Kramsch, C. (1993). Context and culture in language teaching. Oxford, UK: Oxford Krashen, S. (1998). Comprehensible output? System, 26(2), 175-182.

Kroll, B. (1997). Second language writing (Cambridge Applied Linguistics): Research insights for the classroom. Cambridge: Cambridge University Press.

Kuijpers, M. M., & Hakemulder, F. (2018). Understanding and appreciating literary texts through rereading. Discourse Processes, 55(7), 619-641. https://doi.org/10.1080/0163853X.2017.1390352

Lazar, G. (1993). Literature and language teaching. Cambridge: Cambridge University Press.

Liang, W., & Fung, D. (2021). Fostering critical thinking in English-as-a-second-language classrooms: Challenges and opportunities. Thinking Skills and Creativity, 39, 100769.

Lo, Y.Y., & Jeong, H. (2018). Impact of genre-based pedagogy on students’ academic literacy development in Content and Language Integrated Learning (CLIL). Linguistics and Education, 47, 36-46. https://doi.org/10.1016/j.linged.2018.08.001

Lochmann, A., Rapoport, H., & Speciale, B. (2019). The effect of language training on immigrants’ economic integration: Empirical evidence from France. European Economic Review, 113, 265-296.

Magulod, Jr., & G. C. (2018). Innovative learning tasks in enhancing the literary appreciation skills of students. SAGE Open, 8(4), 2158244018820382.

Mart, Ç.T. (2019). A Comparison of Form-Focused, Content-Based and Mixed Approaches to Literature-Based Instruction in English as a Foreign Language to Develop Learners’ Speaking Skills (Language Teacher Candidates, Ishik University, Iraq).

Muthmainnah, A. R., 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.

Namaziandost, E., Razmi, M. H., Heidari, S., & Tilwani, S. A. (2020). A contrastive analysis of emotional terms in bed-night stories across two languages: Does it affect learners' pragmatic knowledge of controlling emotions? seeking implications to teach english to efl learners. Journal of psycholinguistic research, 1-18.

Obediat, M. (1997). Language Vs. literature in English Departments in the Arab world. English Teaching Forum, 35(1), 19-34.

Oda, A., & Khazall, J. (2009). The Role of teaching the English novel in developing language skills. Journal of Basrah Researches (Humanities Series), 34(1), 55-73.

Omar, I., & Baker, D. (1992). Problems in teaching English literature in Arab Universities. Mu'tah Journal for Research & Studies, 7(4), 9-18.

Paesani, K. (2005). Literary texts & grammar instruction: Revisiting the inductive presentation. Foreign Language Annals, 38(1), 15-23. https://doi.org/10.1111/j.1944-9720.2005.tb02449.x

Paran, A. (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

Pomerantz, F. (2018). Facilitating teachers’ appreciation and use of controversial picture books. The Reading Professor, 41(1), 20.

Rahman, F. (2018). The Constraints of Foreign Learners in Reading English Literary Works: A Case Study at Hasanuddin University. Journal of Arts and Humanities, 7(2), 01-12.

Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a foreign language teacher immunity: An integrated reflective practice. Iranian Journal of Language Teaching Research, 7(3), 91-107. https://dx.doi.org/10.30466/ijltr.2019.120738

Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. TESOL Quarterly, 19(2), 229-258.

Rietdijk, S., Janssen, T., Van Weijen, D., Van den Bergh, H., & Rijlaarsdam, G. (2017). Improving writing in primary schools through a comprehensive writing program. Journal of Writing Research, 9(2), 173-225. doi: 10.17239/jowr- 2017.09.02.04.

Robson, A. E. (1989). The use of literature in ESL and culture-learning courses in US colleges. TESOL Newsletter 23, 25-27.

Sargsyan, A., & Sivasubramaniam, S. (2013). Using literature to promote language learning: issues and insights for implementation in Armenian settings. The Asian EFL Journal Quarterly, 15(4), 40-82.

Savvidou, C. (2004). An integrated approach to the teaching of literature in the EFL classroom. The Internet TESL Journal, 5(1), 4-19.

Shao, K., Pekrun, R., Marsh, H. W., & Loderer, K. (2020). Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis. Learning and Instruction, 69, 101356.

Shirzadi, G., & Moheimany, M. (2018). Language teaching research quarterly. Language Teaching Research, 5, 74-84.

Supriyatno, T., Susilawati, S., Hassan, A., (2020). E-learning development in improving students’ critical thinking ability. Cypriot Journal of Educational Sciences, 15(5), 1099-1106. https://doi.org/10.18844/cjes.v15i5.5154

Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference?. Journal of Second Language Writing, 48. https://doi.org/10.1016/j.jslw.2019.100701University Press.

Us Saqlain, N., Shafqat, A., & Hassan, A. (2020). Perception Analysis of English Language Teachers about Use of Contextualized Text for Teaching ESP. The Asian ESP Journal, 16(5.1), 275-299.

Vilas, M. G., Santilli, M., Mikulan, E., Adolfi, F., Caro, M. M., Manes, F., & García, A. M. (2019). Reading Shakespearean tropes in a foreign tongue: age of L2 acquisition modulates neural responses to functional shifts. Neuropsychologia, 124, 79-86.

Wang, L., & Kokotsaki, D. (2018). Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China. Thinking skills and creativity, 29, 115-130. https://doi.org/10.1016/j.tsc.2018.06.002

Williams, J. (2003). Preparing to teach writing. Mahwah.: Lawrence Erlbaum Associates.

Yan, Z. (2020, March). Ways to Improve Strategies for the Class Teaching of Novels in Chinese Books of Senior High School. In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020) (pp. 915-918). Atlantis Press.

Yildiz, A. (2012). Prospective teachers' comprehension levels of special relativity theory & the effect of writing for learning on achievement. Australian Journal of Teacher Education, 37, 15- 28. http://dx.doi.org/10.14221/ajte.2012v37n12.1

Zacharias, N., & Manara, C. (2011). Bringing literature and linguistics into EFL classrooms. Newcastle upon Tyne: Cambridge Scholars Publishing

Zhang, S., & Zhang, L. J. (2021). Effects of a xu-argument based iterative continuation task on an EFL learner’s linguistic and affective development: Evidence from errors, self-initiated error corrections, and foreign language learning attitude. System, 98, 102481.

Zhang, X. (2018, November). The application of ethical interpretation of Shaanxi local novels in English translation teaching. In International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018) (pp. 284-288). Atlantis Press.

Zheng, C., Liang, J. C., Li, M., & Tsai, C. C. (2018). The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach. System, 76, 144-157.

Yuvayapan, F. (2019). Translanguaging in EFL classrooms: Teachers’ perceptions and practices. Journal of Language and Linguistic Studies, 15(2), 678-694.

Birinci, F. G., & Sarıçoban, A. (2021). The effectiveness of visual materials in teaching vocabulary to deaf students of EFL. Journal of Language and Linguistic Studies, 17(1).


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Journal of Language and Linguistic Studies
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies