Learning for Real – Voices from the Classroom

Abstract

The field of second language education has long been solely focused on skills training and the achievement of programme learning objectives. While this is necessary in order to measure learning effectiveness, it represents only a small part of the possibilities English as a Second Language (ESL) and English as a Foreign Language (EFL) education has to offer in terms of ethical and moral values, lifelong learning and social awareness. These are not only integral parts of higher education graduate attributes but can also be said to characterize well-rounded individuals. This research aimed to investigate the relationship between second language classroom learning and students’ real-life experiences. The study examined the implementation of literature and critical literacy-oriented materials and teaching and learning techniques in two English language classrooms in an undergraduate programme at a higher education institution in Oman. To elicit participants’ voices, students were asked to record their views in weekly diaries and to respond anonymously to an online survey. Results indicate that literature and critical reading pieces help students connect their classroom learning with their lived experiences.