Teaching Of Literature Research Articles

BLENDED LEARNING IN TEACHING ENGLISH LITERATURE DURING THE COVID-19 PANDEMIC: TEACHERS’ PERCEPTIONS

This study investigates teachers' perceptions of blended learning in the context of English Literature during the Covid-19 pandemic. The research aims to understand how English teachers adapted to the sudden shift from traditional to blended learning environments. The research includes exploring the strategies employed by teachers when integrating literature lessons into a blended learning approach, impacts of blended learning during the pandemic to teachers’ teaching professionalism and problems faced by teachers when designing Literature lessons during the pandemic. Four English Literature teachers from SMK Datuk Peter Mojuntin, Penampang participated in semi-structured interviews, providing different perceptions into their experiences with blended learning. The findings reveal that technology played an essential role in facilitating teaching and learning during the pandemic. The combination of traditional and digital methods allowed for a balanced approach to teaching English Literature, fostering interactive and collaborative learning experiences. Despite these benefits, the transition to blended learning presented significant challenges in terms of adaptation, professional growth and connectivity issues. The study helps to understand the implications of this research especially for researchers, teachers and students. The data gained from this study offer guidance for improving blended learning practices and addressing the needs of students and teachers in a rapidly evolving educational setting.

Research on the involvement of students with learning disabilities in the teaching process (on the example of teaching of Georgian language and literature, 5th grade)

Research on the involvement of students with learning disabilities in the teaching process (on the example of teaching of Georgian language and literature, 5th grade)

Fuzzy Association Rule Mining for Personalized Chinese Language and Literature Teaching from Higher Education

Due to rapid information technology growth, teaching Chinese in higher education has changed, and Chinese literary majors have vigorously evolved. The key teaching difficulties are scalability, individualized teaching, and a lack of resources and methodologies. Research shows individualized education improves topic comprehension, cultural engagement, and learner interest. Fuzzy association rule mining uses fuzzy linguistic values and membership functions to provide more realistic results. Hence, an algorithm, EF-PCL2T, has been proposed to improve personalized Chinese language and literature teaching (PCL2T) using enhanced fuzzy (EF) Apriori association rule mining integrated with the genetic algorithm. Fuzzy Apriori association rule mining identified frequent itemsets with relevant learning patterns and produced applicable association rules from datasets with fuzzy or unclear information, capturing fluctuating itemset importance and providing a flexible representation of relationships to determine student preferences. From fuzzy-related data, a genetic algorithm optimizes skill sets and creates individualized lesson plans considering each student’s competency and preferences for adjusting to personalized teaching tactics. Testing shows that fuzzy enhancement association rule mining for the PCL2T model improves student retention, PET (personalized teaching efficiency), minimal support and confidence update with fuzzy rules, and student involvement compared to other state-of-the-art methods. Students agree that tailored Chinese language and literary instruction is possible. The improvement results show fuzzy rules with minimum confidence levels of 50% to 100%, highly correlated in this model, student retention ratio of 96%, improved assessment grade of various language skills by 40 marks, PTE analysis of 93%, and student involvement ratio of 97%.

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.

Manifestasi Nilai Kemanusiaan dalam Cerpen Kontemporer dan Relevansinya Sebagai Materi

This research examines the manifestation of humanistic values in six selected short stories from Kompas in 2021-2022 as an alternative literary teaching material. The phenomenon of declining understanding of humanitarian values among students and the importance of instilling these values through literary works serve as the background for this study. The goal is to identify and analyze the representation of humanism in contemporary Indonesian literature. The research method uses a descriptive qualitative approach with content analysis techniques. The analysis results show that the six short stories studied are rich in humanistic values such as openness, responsibility, solidarity, justice, self-sacrifice, care, and mutual assistance. The structure of a short story, including characters and setting, plays an important role in conveying those values. "The Holy Family" depicts openness, "The Three-Colored Bahar Roots" emphasizes sacrifice, "This City is a Well" explores solidarity, "About the Name of Majid Pucuk" showcases the struggle for justice, "The House that Always Smells Bad" illustrates mutual aid, and "The Fading Spark in His Eyes" highlights family care. This finding has implications for the development of more contextual literature teaching materials, encouraging a deeper understanding of humanism among students.

Research on English Language and Literature Teaching Strategies Based on Situational Teaching Method

The teaching of English language and literature not only focuses on developing students’ English language proficiency but also emphasizes their understanding and cognition of the cultural connotations behind the English language. This dual focus aims to cultivate students’ cross-cultural communication skills and practical English skills. The application of the situational teaching method can create corresponding learning scenarios based on English language knowledge, thereby enriching students’ learning experiences and understanding within these scenarios. This method has significant advantages in enhancing the effectiveness of English language and literature teaching. Consequently, this paper first analyzes the significance of applying the situational teaching method in university-level English language and literature instruction. It then proposes several strategies for implementing this method, with the goal of enhancing students’ language awareness, cultural literacy, and comprehensive English skills.

Poetic Expression of Gay Lexicon Conveyed through Imagery in Lines of Poems

The focus of this study revolves around gay literature, specifically the poetics related to homosexuality. Gay literature includes literary works authored by individuals who identify as gay, as well as literary works by heterosexual writers that explore or discuss homosexual themes, and literary works that incorporate gay terminology. While there have been recent studies on gay literature and works, there has been a lack of attention given to gayspeak, which can be referred to more formally as a lavender lexicon, being incorporated into texts or selections that are thought to have literary significance. The study seeks to address how gayspeak is depicted in literature. Are there poetic elements present in texts that use gayspeak? The study seeks to determine the potential impact of homosexual poetics or gay speak on the advancement of literature and the teaching of literature, particularly about its literary qualities. The study utilized a limited selection of only two poems due to the scarcity of available poetry incorporating gay language. Every poetry in the collection is accompanied by translations in Filipino and English, which accurately convey the original phrases written in gayspeak. The poems were assessed based on their poetic substance and the extent to which the language used in the poem's lines demonstrates literary qualities, which is the study's primary objective. The analysis of these poems involved the application of established theories and research, such as Shklovsky’s concept of Defamiliarization (2004) and the Imagery and Symbolism concept by Dimalanta and Abad (2003). Gay language in poetry has literary qualities, conveying meaning through imagery. It enhances comprehension of a poet's work and creative process. Studying imagery provides insight into the poet's production and interpretation of the text, whether written in standard or specialized language.

Reassessing Early Childhood Literature for Quality Education and Gender Equality in the Context Of SDGs

Objective: The objective is to study the gender stereotypes learnt knowingly or unknowingly by children through nursery rhymes and to highlight the problematic areas to revamp for providing quality education which focuses on a more gender equal society considering the Sustainable Development Goals. Theoratical Framework: We engage in the theory of social construction by Butler and the developmental theory of Vygotsky to propose that if the literature taught in childhood is rich and diverse the chances of developing gender sterotypes by individuals reduces to a great extent. Method: The focus of the study is the nursery rhymes taught at pre-schools and primary schools. Data was collected through interviews and questionnaire with teachers at various schools in Ahmedabad (a city in the state of Gujarat, India). The method of critical discourse analysis is used to analyse the rhymes and bring forth the implicit gender hegemony. Results & Discussion: The analysis underscores the subtle yet potent role of language, especially nursery rhymes, in reinforcing traditional gender norms and expectations, thus influencing children's understanding of appropriate behaviours based on gender. The study highlights gender stereotypes, particularly about the interaction of one gender with the other, focusing on the depiction of dependency and power dynamics in relationships. It depicts women as dependent and men as dominant reflecting societal gender inequalities. Research implications: This study calls for a reassessment of nursery rhymes to promote diversity and positive values through quality education, urging educators to update content to align with modern views on gender equality. Originality/ Value: There has not been sufficient research done on nursery rhymes taught in schools with the aim of reducing/removing gender stereotypes aiming for quality education with the goal of achieving a gender fair society in the context of Sustainable Development Goals.

Construction of a Teaching Platform of Modern and Contemporary Chinese Literature From the Perspective of Diversified Intelligence

This paper discusses the functional principle of the theory in detail based on the theory of diversified intelligence and constructs a teaching platform of diversified intelligence. Then, this platform is applied to teaching in different cities, and the application of modern and contemporary literature teaching platforms in different cities is compared. According to the application indicators of each inter city teaching platform, the measures to improve the application rate of this teaching platform are put forward. In short, based on the theory of multiple intelligences, this paper provides some experimental and theoretical support for the development and progress of modern and contemporary Chinese literature.

The Teacher as Listener: A Theory of Pedagogical Listening in the Literature Classroom

ABSTRACT Getting students talking about a work of literature — sharing and interrogating their own and each other’s textual interpretations and responses — is vital for the teaching and learning of literature. If a classroom community of readers is constituted by such talking, then responsive teaching involves a lot of listening. What, precisely, might be the role(s) of the teacher as listener? Beginning with three classroom vignettes, and then drawing from psychoanalytic theory, pragmatist aesthetics, and philosophy of dialogue, this article theorises a distinctly pedagogical listening. One role of the teacher as a listener in the literature classroom can be interpreting and intervening in ‘textual problems’ that typically arise in moments of confusion or surprise — students’ and/or their teacher’s — throughout interpretive discussion. Such pedagogical listening can instantiate, among other qualities discussed in this article, a double consciousness or divided attention. This article concludes by suggesting specific classroom practices and conditions for pedagogical listening.

Talking to Machado de Assis: Generative Artificial Intelligence to Simulate Dialogues with Prominent Figures

Generative artificial intelligence encompasses techniques for automatically generating content such as image, music, and text. A common application of these techniques, especially involving text generation, is the construction of conversational agents. In education, generative artificial intelligence has the potential to transform the learning process and enable new forms of teaching, such as the practical application of concepts studied in class and the acquisition of new knowledge through the interaction with computational tools. In Brazil, literature teachers often complain about students' resistance to the content and insufficient reading practice. To address these challenges, this work presents a serious game in which students can chat with Machado de Assis, an important writer of the Brazilian literature. The game was developed by integrating with ChatGPT. The validation was conducted with 15 high school students for them to interpret the book "Dom Casmurro". The MEEGA+ instrument was used to evaluate the usability and the experience with the game. The main findings were that students better understood the book, found the game easy to use, and felt immersed in the conversation with Machado de Assis, although they assessed the texts as long and tiring. In a world dominated by faster and visually stimulating forms of entertainment, such as video games and social networks, students may have different expectations regarding the reading experience. If they are not used to reading denser and more introspective texts, they may find it difficult to maintain interest when chatting with Machado de Assis. Finally, another implicit point in the game dynamics is observed: the (re)signification of the methodology to be adopted by the teacher, who will perceive the need to complement interactions with the writer in class according to what he can or should answer, tending to responses that stimulate students to study more about what is within the realm of knowledge about Machado de Assis.

Journal club as a teaching–learning strategy: a case for plant genetics lectures during the COVID-19 pandemic

The COVID-19 pandemic presented significant challenges for both students and educators, particularly because of the virtualization of classes and the consequent lack of practical sessions following the closure of laboratories and experimental fields in universities. The absence of interaction among students and practical classes led to a diminished interest in studies, as students found it difficult to connect theoretical knowledge with practical application. This study explores the implementation of a Journal Club (JC) as a collaborative-metacognitive use of the science literature teaching approach (CMSLTA) to enhance theoretical and practical knowledge through the reading and discussion of scientific literature in an e-learning environment. In this approach, students read scientific articles, write essays, and engage in group discussions. The methodology was applied over two consecutive academic semesters in 2021 and 2022 within plant genetics courses. Academic achievement was evaluated through essay assessments, and surveys were conducted at the end of each semester. The results revealed notable progress in student grades throughout the semester, with over 80% of participants endorsing JC implementation and recognizing its relevance to their education. The Journal Club facilitated the integration of theoretical knowledge covered in lectures and equipped students with various digital research tools.

Professional training of a foreign language and world literature teacher at the second (master’s) level of higher education: content and structure of the educational program

Professional training of a foreign language and world literature teacher at the second (master’s) level of higher education: content and structure of the educational program

Enhancing digital literacy skills among teachers for effective integration of computer science and design education: a case study at Astana International School, Kazakhstan

This study explores the development and impact of digital literacy skills among teachers at Astana International School, Kazakhstan, and examines how these skills influence the teaching of Computer Science and Design to middle school students. Employing a mixed-methods approach, the research combined quantitative assessments of students’ proficiency with qualitative evaluations of teacher and student experiences, involving 71 teachers and 382 students from grades 7 to 10. The findings indicate that students taught by digitally literate teachers demonstrated significant improvements in designing and utilizing virtual reality tools, mobile applications, and other digital resources, with teachers facilitating more interactive and engaging learning environments that enhanced students’ technical skills and creative capacities. This research contributes new insights into the dynamics of digital literacy in education, emphasizing the critical role of teacher training in digital tools for enhancing educational practices and uniquely demonstrating how systematic application of digital literacy can transform educational outcomes, supporting the integration of technology in teaching, aligned with the needs and competencies of Generation Z students.

EKSPLORASI PENOKOHAN DAN KONFLIK INTERPERSONAL DALAM NOVEL PERANG BUBAT KARYA AAN MERDEKA PERMANA

The urgency for innovation in senior high school literature teaching materials has prompted this research. Historical novels with a psychological literary perspective are still rarely used as teaching materials. Hence, this research focuses on analyzing the characterization and conflicts in Aan Merdeka Permana's novel Perang Bubat as an alternative teaching material for senior high school literature. Employing a qualitative approach with a descriptive method, this research gathered data in the form of words and analyzed it using Sigmund Freud's psychoanalytic theory. The analyzed characters include Dyah Pitaloka, Hayam Wuruk, Gajah Mada, and Prabu Lingga Buana. The findings reveal unique character traits in the characters of Aan Merdeka Permana's novel Perang Bubat. These unique characteristics are classified into the id, ego, and superego. The research results were then transformed into senior high school literature teaching materials in the form of teaching modules and handouts. It is recommended that Aan Merdeka Permana's novel Perang Bubat be used as a teaching material for senior high school literature, particularly for grade XII, as an alternative to outdated teaching materials. The proposed teaching materials in this research are teaching modules and handouts designed to facilitate the understanding of the novel.

KAJIAN SEMIOTIKA PIERCE PADA FOLKLOR BATU KUDA

This study aims to obtain and describe the moral value of the oral tradition of Horse Stone folklore based on Pierce's semiotics in classifying objects based on the classification of symbols, icons, and indices. Pierce's use of semiotics is related to the uses possessed by folklore itself. All types of folklore, whether oral folklore, partly oral folklore or non-oral folklore, have uses or functions that are very important for human life. This makes folklore in life can describe the way a person involves himself in the midst of community life. The method used qualitative method with a semiotic approach, because the results of data that have been generated and collected on the Horse Stone folklore will be described in the form of written data. Finally, the results of data processing are used as a proposal for literature teaching materials in high school based on the Independent Curriculum in the form of modules. Learning folklore or folklore has a very important role in efforts to preserve noble values and local cultural wisdom. In education, folklore can be used as a learning medium and can be used as learning material for students. The use of folklore as an educational medium can be utilized in various disciplines, which of course the selection of folklore used must be right with the subject matter to be delivered. The use of folklore as an educational medium also acts as one step in preserving existing local culture. Therefore, getting used to delivering lessons through teaching materials is an effort to preserve folklore as part of culture, both protection, utilization and development of folklore in the future.

Contingent Contradictions and the (Il)Logics of Adolescence: Examining How Undergraduates in an LGBTQ+ Young Adult Literature Course Read Queer Youth

AbstractThis article explores how undergraduate students enrolled in a postsecondary course centering LGBTQ+ young adult literature came to discursively construct notions of queer youth. Braiding postdevelopmental and poststructural theories of childhood with queer theory, we interrogated how what we name as the (il)logics of adolescence shaped who and what queer youth, as a construct, was and could be for participants. Reading across classroom artifacts and student talk about texts, our findings highlight the shifting and multiple (il)logics offered by students as they attempted to unsettle understandings of queer youth in conjunction with course novels. In particular, we examine how two constitutive theories—homonormativity and chrononormativity—generated both contingent and contradictory moments wherein the subject of the queer child was both regulated and liberated by participants. Offering implications that expand understandings in both the reading and teaching of queer young adult literature, the study closes by discussing this particularly contentious moment, noting possibilities in how LGBTQ+ adolescents can and cannot be rendered and understood through stories of youth.

The Teaching of Literature as a Tool for the Development of Literacy Skills in Wukari

This quasi-experimental study investigated the effectiveness of using literature to teach literacy skills to pupils at the Central Primary School, Wukari, Taraba State, Nigeria. A sample of 330 pupils in primary three and four participated in a 6-week long, literature-based literacy intervention. Pre- and post-intervention tests were used to measure phonological awareness, alphabet knowledge, fluency, vocabulary and comprehension. Regression analysis was used to compare pre-post gains in both classes. Results showed significant improvements in the post-intervention scores. The findings support the use of literature as an effective tool to teach literacy in primary schools in Nigeria. It also has implications for educators, curriculum designers, policy makers and future researchers.

Methodology of integrated teaching of Georgian language and literature. Motivation and its types

Methodology of integrated teaching of Georgian language and literature. Motivation and its types

The Role of Multimedia Resources in the Development of Critical Comprehension of Texts in Teaching of Language and Literature in Higher Education Institutions

The Role of Multimedia Resources in the Development of Critical Comprehension of Texts in Teaching of Language and Literature in Higher Education Institutions