English Literature Course Research Articles

Strategy Analysis: Integrating Chinese Traditional Culture into the Teaching of English Literature Courses

As the spiritual treasure of the Chinese nation, the outstanding traditional Chinese culture, with its unique philosophical thoughts, values, historical inheritance and artistic forms, is of great significance for cultivating students’ intercultural communication ability and enhancing cultural self-confidence. Under the background of globalization, integrating excellent traditional Chinese culture into the teaching of British and American literature courses can not only enrich the course content and broaden students’ horizons, but also promote the exchange and integration of Eastern and Western cultures, and cultivate students’ global vision and critical thinking ability. Based on this, this paper actively explores the specific strategies for integrating excellent traditional Chinese culture into the teaching of British and American literature.

The Impact of Teaching English Literature on improving EFL University Learners’ Performance.

Teaching English Literature is important in learning English language in Uinversities. In all the English departments in Universities, having an English literature course is a must. Generally speaking, literature has a huge role in enhancing the student’s ability in the four skills of learning language. Therefore, in many foreign countries, English literature begins at early stage of education. The idea of teaching literature at early stage is to make learners familiar with the native culture for linguistic purposes. The aim of this study is to investigate the impact of teaching English literature for EFL (English as a Foreign Language) learners to perform a better performance in English language. In order to improve EFL learners' English proficiency, the researcher advises teachers to create efficient techniques and approaches for teaching English literature.

Enhancing students’ L2 writing skills online: a case study of an introductory English literature course for ESL students

Abstract This research paper is based on a case study of an introductory English literature course that is being offered at a community college in Hong Kong, China. The 2020–2021 cohort was unique as it had the entire course online using Zoom without any face-to-face or hybrid teaching, which was considered the “new normal” of higher education under the pandemic. This study employs narrative inquiry (Barkhuizen, G. (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning. System, 47, 12–27; Clandinin, D. J. (2016). Engaging in narrative inquiry. Routledge), semi-structured interviews, and analysis of student essays to demonstrate that online essay consultations and collaborative writing are useful for enhancing the essay writing skills of second language learners. The paper specifically reports and highlights how individual Zoom essay consultations, together with collaborative writing on Padlet, scaffold and enhance students’ essay writing and critical thinking skills. Essentially, the paper argues that online technologies expand the dimension of literature education and empower it as a form of content-based ESL instruction for long-term use.

Exploring essential soft skills for maximizing employability of english graduates in Bangladesh

Soft skills, absolute knowledge, various skills, positive attitudes, values, beliefs, and habit are vital for graduates' professional, social, and personal success. Many graduate and postgraduate students struggle to adapt their learning to their daily lives and work. Thus, Bangladeshi graduates face substantial unemployment. Knowing and practicing soft skills during school helps them meet workplace needs. Therefore, soft skills training must be included in the curriculum to help students use soft skills gleaned from English literature in real life. This study assesses the soft skills needed for employment by English graduates of tertiary colleges affiliated with Bangladesh's National University (NU). The study reviewed national and international government documents, published and unpublished studies, online resources, and researchers' experiences and observations. The outcomes were categorized thematically to determine the most essential soft skills for English graduates' employability. Finally, drawing from lessons learned from national and international perspectives, some policy gaps have been explored in Bangladesh, and some policy suggestions have been made to implement soft skills training in the curriculum of English language and literature courses at NU-affiliated colleges. The findings suggest studying instructional methodologies, classroom management, question sets, teacher preparation, assessment systems, soft skills instruction, mentorship, and counseling. After reviewing the literature, the researcher finds that English graduates need 49 sub-skills in twelve soft skills: Communications, interpersonal, self-management, people management, collaboration, emotional intelligence, time management, problem-solving, decision-making, critical thinking, leadership, and creativity. Upon evaluating the literature, the study found that while soft skills can be improved in the English curriculum, the instruction for implementation is unclear.

Analysing the Readability Level of the Short Stories Used in the IEEL Course

The short story as a literary work has been ubiquitously used to teach language and literature. However, not all short stories are appropriate and suitable to be used in the language-learning classroom. One of the aspects that should be considered in choosing short stories to teach language and literature is the readability level. The matching of appropriate text difficulty level to the readers’ reading ability is crucial to inculcate an interest in reading and elicit comprehension. Derived from this rationale, this study aimed to investigate the readability level of short stories used in the Introduction to Educational English Literature Course (IEEL). Moreover, this study also attempted to analyse the students’ perceptions of the short stories assigned to them to read in the IEEL course. In measuring the readability level, document analysis utilizing the Flesch-Kincaid Readability Formula was employed. To strengthen the data and ensure triangulation, 5 participants were purposely selected to be interviewed to explore their perspectives after reading those short stories. The results showed that 3 short stories namely The Birthday Party, The Dead Men’s Path, and Turning Thirty were categorized as standard (63.1), fairly easy (74.4), and easy level (83.7) respectively. Lastly, further inquiries through semi-structured interviews found that the 5 participants were reported to have positive viewpoints after reading those short stories.

The effect of implementing technology in formative assessments to ensure student learning in higher education English literature courses after COVID-19

This study aims to show how formative assessment that is assisted by technology can improve student learning in English literature courses in higher education. Moreover, it explores how the use of technology could help implement formative assessment by the instructors to assure student learning in English literature courses in an efficient and timely manner. Formative assessment is somewhat new for higher education instructors, especially those who teach English literature. Applying this type of assessment is, unfortunately, not easy and the results are not always ideal. Nevertheless, to reach the goals of the study, a quantitative method is distributed to 50 English literature instructors from higher educational institutions that recently started implementing technology in their formative assessments. The significance of the study lies in the fact that the study is conducted in a region where formative assessment has recently been used in education, specifically in higher education English literature courses. The contribution also lies in how technology can help implement formative assessment, overcome any obstacles, and thus ensure student learning. The findings of the study show significant awareness of formative assessment in higher education, and especially among instructors of English literature. The findings also indicate that implementing technology with formative assessments enhances students’ learning in English literature course in higher education after COVID-19.

İngiliz Edebiyatı Dersinin Çeviri Eğitimindeki Önemi ve Türkiye’deki Önlisans Çeviri Programlarındaki Yeri

The basic competence a translation education program aims at providing the students with is that of translation competence. Most translation studies scholars working in the field of translation education have declared four competences to be among the basic indispensable sub competences of “translation competence”; namely, cultural competence, critical reading competence, linguistic competence and critical thinking competence. One of the most effective ways of getting students to acquire these competences is including literature courses in the curricula. When the curricula of Applied English Translation Programs that provide associate degree translation education in Turkey are examined, it is seen that English Literature courses are offered in very few universities and vocational schools. In addition, translator candidates graduating from these associate degree programs can have the right to take the vertical transfer exam and receive undergraduate education in the departments of English Language and Literature, American Culture and Literature where they further specialise in such fields as literature and language. This is another reason why acquisition of literary competence may be one of the intended objectives of these programs. Within the framework of these discussions, drawing from the analysis and comparison of the concept of “translation competence” with the competences provided by literature courses, and the intended program outcomes of Applied English Translation Programs, this research aims at arguing that English literature courses are necessary and useful components of the curricula of these programs.

QoS Guarantee Framework of English Literature Course Online System Based on Concurrent Optimization Network Environment

First, the initial connection isolation method ICS is established to separate false connections generated by malicious network behaviors from normal established connections, and form a controllable initial connection table. A strategy combining extended RSVP protocol and DiffServ model is designed to ensure the realization of QoS in large campus network. The simulation test results show that the application of this model can effectively improve the QoS of large-scale campus networks, and the problems that need to be paid attention to when running the parallel operation of the database management system correctly in the network environment. Especially to prevent data corruption and loss when developing multi-user systems.

Gender differences in utilizing a game-based approach within the EFL online classrooms

Implementation of digital tools has become a popular practice by teachers to increase student involvement within the classroom. Various technologies are being utilized by educators to help students engage with lessons and enjoy the overall learning experience. Additionally, findings from recent research have indicated that the adoption of digital tools has influenced the learning gaps between genders, specifically in relation to student preferences and gender differences. Despite significant educational development toward gender equality, there is still ambiguity regarding the learning needs and preferences of male and female students within the EFL classroom. The current study examined gender differences in engagement and motivation while using Kahoot! in EFL English literature courses. The study recruited 276 undergraduate female and male students from two English language classes (i.e., both classes were taught by the same male instructor) and surveyed 154 female and 79 male students from those classrooms. The significance of the study lies in determining whether gender impacts the way learners perceive and experience game-based curricula. In this sense, the research found that gender does not, in fact, impact the learner’s level of motivation and engagement within game-based classrooms. A t-test revealed that no significant difference between male and female participants had been observed by the instructor. Future studies could fruitfully examine gender differences and preferences in digitized educational settings. Further work is certainly required for policymakers, institutions, and practitioners to disentangle the complexities regarding the role of gender in shaping the experiences of learners in the digital era. In future research, more research is needed to apply and test external factors like age that might impact learners' perception and performance in a game-based curriculum.

The Construction of the Value System of English Language and Literature Courses Based on the Deep Learning Model

With the rapid development of artificial intelligence, big data and other modern technologies, the intelligence of education has become the trend of modern education reform, and the deep learning model, as a representative of the application of artificial intelligence in the field of education, has a natural connection with the construction of the value system of English language and literature courses. This paper analyzes the feasibility and significance of the application of deep learning model in English language and literature from the characteristics of deep learning model, and constructs the value system of English language and literature based on it, aiming to provide more choices for English majors and improve their interest and enthusiasm in learning English language and literature.

The Practice of English and American Literature Course in Teaching

The Practice of English and American Literature Course in Teaching

Teaching Mary Wollstonecraft's Travelogue of Historical Trauma

Abstract: I teach Mary Wollstonecraft’s Letters Written During a Short Residence in Sweden, Norway, and Denmark (1796) in an undergraduate English literature course on “Survival Narratives of the Eighteenth Century” at the University of California, Davis. The aim of this course is to show how significant perilous voyages were to the ways in which writers in eighteenth-century Britain imagined and interpreted their world. The course draws from the burst of new scholarship on rethinking the traditional “rise of the novel” narrative in imperial, oceanic, and global contexts and develops interpretive frameworks for the eighteenth century’s changing relationship to commerce and exploration. Wollstonecraft’s travelogue is the final text in a syllabus that begins with Daniel Defoe’s Robinson Crusoe (1719) and continues with Phillis Wheatley’s poetry about ocean voyages and Olaudah Equiano’s The Interesting Narrative of the Life of Olaudah Equiano (1789). Wollstonecraft’s account of traveling in Scandinavia, written in the aftermath of the French Revolution, is more concerned with the survival of the human species than the survival of the individual. But reading Wollstonecraft’s travelogue in a course on survival narratives primes students to understand how the material conditions of reading and writing—often taking place under extreme circumstances—shaped the literature being produced in the eighteenth century. In this essay, I describe a metacognitive exercise in which students reflected on Wollstonecraft’s meditation on survival in an era of environmental catastrophe with their own “travelogues” written from where they logged into the Zoom classroom. With classes online at the time due to COVID-19, many of my students drew on this lesson to discuss how a moment of crisis shaped their skills and experiences as writers.

Exploration on English Literature Teaching Model Based on the College Students' Mental Health

Shaping students' sound and wholesome personality is the most basic requirement of the talents developing in Chinese colleges, and promoting students' good psychological qualities is also an important aim of carrying out ideological and political education in colleges and realizing the education goal of moral cultivation. The process of learning English literature is also an emotional experience process of feeling, understanding, evaluation and aesthetic. Reading, studying and appreciation of literary works can play a positive role in maintaining students' mental health problems, which can help to correct, adjust and even cure some psychological problems. Based on the current situation of college students' mental health, this paper analyzes the psychological care function of English literature course, introduce the psychotherapeutic function of literature and explores how to integrate psychological care function into the teaching process.

Increasing students’ engagement: The use of new instructional designs in English literature online courses during COVID-19

The explores the impact of using both ADDIE Model, which stands for Analysis, Design, Development, Implementation, and Evaluation, as an instructional design and UDL in planning for English Literature Online courses during COVID-19 in higher education from the perspective of the students. Up to the researcher’s knowledge, no prior studies have been conducted to explore the effect of the use of ADDIE model and UDL in online English Literature courses for graduate students in universities or other forms of higher education from the perspective of the students. A quantitative approach was used for collecting the data, where a four-part questionnaire was distributed to 90 students, who were randomly chosen from the students of a group of English Literature professors from different public and private universities in Jordan, who were asked to plan for their online English Literature courses through integrating both the ADDIE model, with its principles of Analysis, Design, Development, Implementation, and Evaluation, and Universal Design for Learning (UDL) with its principles of Engagement, Representation, Action and Expression. As a conclusion, the study shows the positive impact of using both ADDIE Instructional Design Model and UDL in English Literature Online courses on the students’ performance from the perspective of the students.

Towards New Instructional Design Models in Online English Literature Courses During COVID-19 for Sustainability Assurance in Higher Education

The study explores the effect of using new instructional design models in online English literature courses in higher education and explores the effect of their use on students’ performance. This is to assure sustainability in higher education. The study shows the effect of using ADDIE instructional design model along with universal design for learning on students’ performance in online English literature courses in higher education. The study also highlights the major challenges that university professors face when applying the two designs together in online learning. A quantitative approach is applied by distributing a five-part questionnaire to 47 English literature professors from different universities in Jordan who are asked to use both models when planning their online courses. In the last part of the questionnaire, these professors are asked to state the main challenges that they face and are exposed to when applying the two designs together in online learning process. The results of the study reveal that students’ performance increased. There are a few studies that have been conducted to explore new instructional design models to be used in planning online English literature courses in higher education and their effect on students’ performance to assure education sustainability.

A STUDY OF VIETNAMESE TEACHERS’ PERCEPTIONS AND PRACTICE IN TEACHING ENGLISH LITERATURE IN THE CONTEXT OF ENGLISH AS A LINGUA FRANCA

At the tertiary level, English literature, as a theoretical subject, is an obligatory course in most English departments teaching students majoring in English due to the inextricable link between literature and language. The incorporation of literature into teaching language becomes intriguing when English adopts its role as a lingua franca (ELF), a means of communication among people of different mother tongues and cultural backgrounds. The study aims at exploring the perceptions of six Vietnamese teachers of English literature from five major universities in Hochiminh City by using unstructured interview, which focuses on two main aspects namely, (1) their perception of ELF, i.e. awareness as well as evaluation of its status in Vietnam, and (2) its influence on their teaching philosophy and practice in English Literature courses. Results show that despite their appreciation of ELF, English is considered a foreign language (EFL) rather than a lingua franca in the Vietnamese context. However, a number of concepts associated with ELF, which the participants value influence their teaching in terms of material selection, and class activities but not assessment where the native speaker norms concerning language use are respected.

Enhancing Student Engagement and Structured Learning in Online Discussion Forums

Discussion forums remain an important component in student engagement and learning in many online courses, but current research suggests that refining their pedagogical design could significantly enhance their effectiveness. The Worksheet Video Walk Formula offers one such option. Drawing on scaffolding and question techniques, the worksheet structures the interactive learning tasks closely around the concepts and skills to be learned, while the video walk reinforces students’ connection and engagement with the task activities. This article discusses the pedagogical challenges in designing and implementing the Formula in a large (104 students) second-year English literature course on the short story. The impact of the Formula on the quality of student interaction with concepts and texts as well as their development of close reading and critical thinking skills is assessed, and future applications are explored. This study has implications for teacher presence in discussion forums, learning outcomes, student satisfaction, and online pedagogy in large classes.

Challenges in Teaching Literature in EMI to EFL Speaking Students at University Level: Instructors' Perception

The study's objective was to explore the achieved challenges in the applied pedagogy practices of the English literature majors that are delivered in the English Medium of Instruction (EMI) in the context of the English foreign language (EFL) students at various Lebanese Universities. Understanding the challenges instructors are experiencing through the implementation of the English literature course work is the central focus of the study. The study aimed to highlight the practiced delivery of the academic literature course framework in the EMI and the setbacks this was having on the university instructors attempting to successfully achieve the specified disciplinary objectives within the designated time frame and in students acquiring the course content in its entirety as is experienced when applied in the English language. The study highlights students' language proficiency needed to achieve the internationalized course contents objectives. Supplementary findings from the study's questionnaire reveal that university admission can not assume students have the required skills needed to study the academic literature course work upon registration. The data further suggests that students need to have an A-level proficiency in the English language academic to ensure the taught literature course content is received in its totality, par with other internationalized literature programs. Moreover, the study encourages the need to explore current global universities in non-Anglo countries to examine how they may have successfully reformed their major literature courses delivered in EMI to EFL students.

The mediating effect of knowledge sharing in the relationship between factors affecting knowledge sharing and reflective thinking: the case of English literature students during the COVID-19 crisis

The COVID-19 pandemic has had serious implications on educational systems worldwide and, hence, online courses have been organized. It is expected that the use of online learning in higher education promote knowledge sharing among students and the sharing of knowledge result in the improvement of reflective thinking among them. As such, we examined the knowledge sharing behavior among the undergraduate students in online learning English literature courses, the student’ perceptions towards reflective thinking, the relationship between the students’ knowledge sharing and reflective thinking, and finally, we tested a structural model of factors affecting knowledge sharing components, knowledge sharing, and reflective thinking. The data were collected through two surveys of 104 Iranian English literature students. A Pearson’s correlation coefficient and path analysis were used to analyze the data and to generate a model. The results showed that the students’ online knowledge sharing behavior and their perceptions towards reflective thinking are at unacceptable levels. Furthermore, a significant relationship was found between factors affecting knowledge sharing with the students’ knowledge sharing behavior, and between knowledge sharing and reflective thinking. The results also confirmed the mediator role of knowledge sharing and supported the hypothesized model of the relationships among the variables. Pedagogical implications of the study are finally discussed.

Learners’ Attitude towards the Adaptation of CLIL in Undergraduate English Literature Courses in a Private University Context in Bangladesh

For a lack of competence in the English language, students of BA English programs in private universities in Bangladesh appear to struggle to understand the lessons involving literary content (Alam, 2018). To help students with adequate skills in English, adapting Content and Language Integrated Learning (CLIL), with equal emphasis on subject teaching and language teaching for enhancing both the skills of communicating and transferring content knowledge, appears to be more effective than just lecture-based content teaching of literature. Then again, the success of CLIL in literature classes depends on learners’ positive attitude towards it (Dörneyi, 1990; Dörneyi, 2001; Gardner & Lambert, 1972; Heckhausen, 1991). Therefore, this research intends to explore learners’ perceptions about integrating task-oriented literary materials with both content and language teaching to develop students’ comprehension level of literary contents as well as enhance their English language skills. This paper, a fraction of a larger research, will focus on the findings of a questionnaire and interviews to address learners’ perspectives regarding the strengths of using CLIL in undergraduate English literature classes in Bangladesh. A group of first year undergraduate students of English literature courses in a private university participated in this research. The quantitative data from the questionnaire was analyzed using an Excel spreadsheet and the qualitative interview data was analyzed thematically. Based on the analysis of the findings, the research identified that the learners expressed a mixed attitude towards CLIL in literature classes regarding its strengths and weaknesses. The majority of the learners with weaker language skills enjoyed CLIL whereas learners with better language skills preferred lecture-based lessons instead of CLIL.