Fostering Language Learning in the University EFL Classroom through Literature: A Task-Based Approach

Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: [email protected]; Web site: https://latinjournal.org/index.php/gist/index

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27

English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Literature; Teaching Methods; Task Analysis; Learning Motivation; Learning Activities; Language Skills; State Universities; Role; Undergraduate Students; Reading Instruction; Student Attitudes; Novels; Writing Instruction; Fiction; Instructional Effectiveness; Intercultural Communication; Communicative Competence (Languages); Self Esteem; Guides

1692-5777

The role of literature as a teaching and learning tool in English as a Foreign Language has long been acknowledged. Literary texts offer teachers opportunities to provide students with authentic materials to heighten their motivation by involving them in challenging Task-Based activities in which they interact with authors and learn about features of these authors' society. The purpose of this research study was to investigate the role of literature as a pedagogical tool in the EFL classroom and see how this can be advantageous in fostering learners' language skills. The sample population encompassed 26 sixth-semester students enrolled in a Reading course who are completing their BA in Foreign Languages at a public University in Colombia. A semi-structured questionnaire and a Reading Guide were designed to elicit information from students who were asked to read an unabridged English language fiction novel. The findings show that the participants' motivation to complete the Task-Based Reading and Writing Project was high and that this had a positive impact on the improvement of their language skills.

As Provided

2019

EJ1237454