Abstract
This article conducts a thorough comparative analysis of recent scholarly publications, authored by educators from diverse geographical origins, highlighting the advantages of incorporating literature into the English as a Foreign Language (EFL) classroom. Commencing with a concise historical survey of literature’s role in EFL education, the paper systematically explores its multifaceted benefits, including language knowledge, cultural awareness, and critical thinking development. The analysis delves into the affective impact of literature on EFL students, emphasizing its role in fostering emotional resonance and a profound connection with language and culture. By scrutinizing the pedagogical activities employed in selected articles, the paper provides insights into practical implementations. The synthesized outcomes, presented in a nuanced discussion with geographic representation, offer clarity on diverse approaches and insights across regions. This comparative exploration contributes to understanding literature’s transformative potential in EFL classrooms, emphasizing both pedagogical benefits and its profound affective impact on language learners within a concise framework. / Keywords: literature, EFL classroom, language knowledge, cultural awareness, critical thinking development, affective impact
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