Integrating Personality Education Into Primary English Literacy Through Children’s Literature and Collaborative Activities

Abstract

This study aims at integrating personality education into primary English literacy instruction using children’s literature and collaborative activities. Twenty-five sixth grade English learners participated in the study. Two research questions were set up: 1) What aspects are shown in the literacy development of the participants through collaborative activities based on literary texts? 2) What are some effects of personality education using the contents of literary texts and collaborative learning? To find the answers to these questions, most data were collected from various sources and then analyzed qualitatively. Additionally, students’ moral development was analyzed quantitatively using the Learning Strategy Test and Child Problem Behavior Screening Questionnaire. The first finding demonstrated that literary texts and collaborative activities helped students improve their writing abilities. The second finding showed the possibility of integrating personality education into primary English instructions. For example, students reacted more sensitively to moral issues, understood the need to take care of others, and learned individual and social responsibilities. Based on the results, implications and suggestions are provided.