Incidental Writing Skills Acquisition Through Using Literature-Based Instruction

Abstract

This study delves into the transformative potential of Literature-Based Instruction on the incidental acquisition of writing skills among ESL/EFL students in Salalah, Oman. Acknowledging the pressing need for effective teaching methodologies that bolster writing proficiency, this research employs a mixed-methods approach to evaluate the effectiveness of LBI in enhancing students’ writing abilities. The study involves a sample of 100 intermediate-level students divided into control and experimental groups. The experimental group received instruction through literary texts, while the control group followed a conventional curriculum. Data were collected through pre-tests, post-tests, and observations. The findings reveal that students exposed to LBI demonstrated significantly improved writing fluency, coherence, and grammatical accuracy compared to the control group. Additionally, qualitative data indicate increased student motivation and engagement with the learning material. The study underscores the potential of LBI to foster incidental writing skills acquisition and suggests practical implications for curriculum designers and educators in similar linguistic and cultural contexts. Educators can create a more enriching and effective learning environment that improves language skills and nurtures a lifelong appreciation for literature by integrating literature into language instruction.