Literature in Streamlined EFL Programs: A Mixed-Methods Study of Didactic Practices and Student Outcomes

Abstract

This research analyses how literature is used as part of a module for first-year students studying English as a Foreign Language at the University Center of Barika in Algeria, where it is not always consistently included in non-specialist programs. The research adopts Carter and Long's (1991) exploratory mixed-methods case study approach, employing both qualitative and quantitative methods to evaluate whether current literature use supports students in developing linguistically and cognitively. Through the use of surveys, classroom observations, and interviews, data were collected from 40 students and 3 instructors. There are strong positive correlations between student interest in literature and their improvement in reading (r = 0.58) and participation (r = 0.62). Students reported that student-centered and interactive pedagogies were the primary drivers of their involvement in literature, while issues with linguistic complexity and cultural distance from Western literature were found to negatively impact students' learning experience. Based on this work, a five-dimensional model of literature use is proposed to strengthen literature teaching in other EFL contexts, with dimensions addressing selection and use of literature, pedagogy, assessment, technology integration, and teacher training and development.