Literature Classes Research Articles

Didaculturation in Literature Class

This study aims to present a new concept (Didaculturation) based on the work of the author Formoso (2021), a specialist in the analysis of cultures. Formoso has proposed a notion (Coculturation) focused on the importance of the coexistence of different cultures, moving away from the separating theories and terms that are often used in plural societies. Our approach (Didaculturation) aims to take up this definition and apply it to didactics. We centre on teaching literature as a field of verbal and written expression, including narratives that often reflect social actions that must be explained in class under a cultural approach. It should be done in this way for an effective reception of the message and the positive coexistence between people. This is in addition to teaching the stylistic, aesthetic or poetic functions.

Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences: A Mixed‐Methods Study

ABSTRACTAs artificial intelligence (AI) gains prominence, its integration into second language (L2) /foreign language (FL) instruction has become a significant trend. Despite the considerable promise of AI for L2/FL learning, more research is still needed on its effects on student academic engagement in literature classes and the corresponding emotional experiences. This study, therefore, aimed to examine the effects of AI use on English as a foreign language (EFL) learners' academic engagement, and the emotional experience was also qualitatively explored. Students were allocated to the experimental group (N = 48), who received instruction integrated with AI, and the control group (N = 48), who received traditional instruction without AI assistance. Quantitative data were collected using an FL engagement scale, supplemented by individual semi‐structured interviews in the qualitative phase. The results indicated that integrating AI into EFL instruction has a positive effect on students' cognitive, emotional and social engagement. Moreover, the learners' emotional experiences were found to be abundant and dynamic, exerting influence on their academic engagement. This study provides valuable insights for language educators and researchers regarding integrating AI into EFL instruction.

Why Teach Hebrew Bible, New Testament, and Qur'an to Undergraduate US University Students?

ABSTRACTIntroducing students to the similarities and connections among the Hebrew Bible, New Testament, and Qur'an is a means to introduce students to a shared source of humanity, beauty, wisdom, and solace. This article outlines a literature class that uses comparatist strategies to introduce these three foundational religious texts as literary works. Figural and thematic strategies reveal the development of stories, characters, ideas, and values. Cultural studies strategies demonstrate the profound effects that the texts have had on our notions about our relationships and responsibilities to ourselves, our families, and our world. Students report a better understanding of their own spiritualties, a greater acceptance of their own identities, and an increased appreciation of the diversity of their communities.

A performance evaluation index for student satisfaction in online live classes of Chinese language and literature

A performance evaluation index for student satisfaction in online live classes of Chinese language and literature

Black Snake

We Are Water Protectors presents a complicated example of the role horror can play in children’s literature. This article looks at terrifying, yet powerful imagery in this book, with its implications for both children’s literature as a form of activism and a critical discussion of the topics brought up by Lindstrom and Goade. I argue that horror functions as a mediator capable of bringing topics such as ecocriticism, activism, climate emotions, and colonialism to fruitful discussions in both elementary and university literature classes.

Methodological regulation of the education of family values of students – future literature teachers in the process of professional training

Introduction. In a period of permanent social upheaval, the education of traditional family values among new generations of Russian citizens plays a huge role in the development of society. In this regard, it is relevant to study the technological aspects of preparing a literature teacher for the fruitful formation of traditional family values among schoolchildren of the Republic of Sakha (Yakutia) in the process of literary education. The purpose of the article is to develop and test in the process of training future teachers of the Russian language and literature a system of methods and techniques for the formation of traditional family values in teaching literature at school. Materials and methods. The study involved students from the Federal State Autonomous Educational Institution of Higher Education «North-Eastern Federal University named after. M.K. Ammosov» in the field of training 03/44/05 Pedagogical education (with two profiles of training). Methods: content analysis of legal, scientific, scientific and methodological literature, questionnaires, pedagogical experiment, analysis of student creative works. Results. The study identified such key family values of students as mutual help and «care for relatives» (39%), «respect for elders» (37.5%), «mutual respect» (35%). The prevalence of the educational role of the grandmother (32%) in the traditional Yakut family was revealed. The formation of family values is closely related to the use of conversations, joint family events, analysis of literary texts by Russian and regional authors in literature classes using dialogization and problem situations. Conclusion. The results of the study showed that students are aware of the important mission of a language teacher in the formation of traditional family values of schoolchildren in the process of teaching literature and are ready to use such current technologies as dialogization, problem-based learning, and visualization in their activities.

Интерпретационная деятельность обучающихся на уроках русского языка и литературы в 11 классе как основа подготовки к государственной итоговой аттестации (итоговое сочинение)

The research aims to identify effective methods and forms of interpretive activity of students in Russian language and literature classes aimed at achieving subject-specific and meta-subject results within the framework of preparing for the state final certification in the 11th grade. The paper examines one of the key methodological problems of the modern educational space, i.e., the organization of text work among graduates in Russian language and literature classes in the context of preparing for the final essay. The scientific novelty of the research lies in the fact that it presents a communicative-cognitive approach to text work in Russian language and literature classes in high school in the context of preparing students for the final essay. As a result, the stages of text work have been identified, the methods and techniques of students’ interpretive activity have been described. In addition, the paper has systematized questions and tasks that contribute to the organization of a dialogic classroom space, understanding of the text, help to actualize analytical work in class, activate the generation of students’ own texts based on the use of cognitive teaching methods, and also ensure the implementation of the requirements of the Federal State Educational Standard of Secondary General Education in the area of achieving students’ subject-specific, meta-subject and personal results during preparation for the state final certification.

Towards Humanistic Learning Literature in English: Students’ Perspectives on Challenges and Opportunities in Mixed Classes at the University of Rwanda

A learning environment that promotes interaction and learners’ ownership of their learning is effective. Promoting this learning in literature in a second language benefits not only individual learners but also groups. While the 21st century research has been awash with new ideas on the significance of teaching literature, studies have found that literature in English is more of an opportunity than a challenge to foreign language learners. In this study, the researchers delve into learners’ perspectives on the challenges and opportunities of learning literature in English in mixed classes at the University of Rwanda, College of Education. Three issues have been focused namely students’ background and their interest in literature in English; challenges and opportunities of learning literature in English in mixed classes; and students’ perspectives on how the identified challenges can be addressed. Adopting a mixed-methods approach, this case study was guided by humanist theory, which emphasizes the learner as central and the teacher as facilitator. With a complement of diverse secondary sources, data was collected through interviews with four participants and a questionnaire administered to a convenient sample of 50 participants selected from 240 students. Through descriptive and thematic analysis, findings revealed that teaching literature in mixed classes offers more opportunities to learners than challenges. Results also highlighted that through mixed-ability classes, students’ English language skills improve, while it is generally little before they join higher education. The study recommends that literature should be used as a tool from primary to tertiary levels, especially in countries where English is pragmatically taught as a foreign language. Lecturers in the big literature class should apply humanistic principles so that they can create a supportive learning environment for diverse-ability students.

The consequences of intimacy, oppression, and activism on gendered power relations in a high school LGBTQ+‐themed literature class

The consequences of intimacy, oppression, and activism on gendered power relations in a high school <scp>LGBTQ</scp>+‐themed literature class

Dramatization and Theater Performance: An Approach to the Teaching and Learning of English Literature

This case study investigated the integration of drama in English literature teaching in a British literature course for English majors at Ho Chi Minh City Open University. It attempted to explore the underlying teaching strategies through dramatization. The primary data was collected through qualitative methods, the interview and observation to get a clear picture of how drama-based lessons were conducted and brought to theater performance. The study revealed several significant findings. First, dramatization bears some resemblance to Process Drama (Kao and O’Neill 1998) in its techniques. Therefore, the researcher was able to devise a set of teaching techniques in relevance to dramatization. The consolidation of the main phrases and steps was proposed to implement dramatization effectively in this English literature class. The researcher argued that the integration of creative drama into English literature teaching was deemed effective and had the potential in building the learners’ understanding and appreciation of English literature. It is also noticeable that the performance of students’ works on stage enhanced learners’ appreciation and viewers’ literary experience.

PEMBENTUKAN KELAS KATA VERBA PADA TEKS EKSPOSISI DALAM BUKU BUDI WALUYO: BAHASA DAN SASTRA INDONESIA KELAS VIII SMP DAN MTS

This study aims to determine the formation of verbs in the exposition text in the book Budi Waluyo Bahasa dan Sastra Indonesia Kelas VIII SMP dan MTS. This research was conducted with qualitative descriptive research. The data used in this study are verbs and the source of the data is in the book Budi Waluyo: Indonesian Language and Literature Class VIII SMP and MTS. The technique used in collecting data in this research is the analysis technique on the exposition text which contains a verb. The results of data analysis are presented using ordinary words. The forms found from the data source include the original verb and the derived verb. Derived verbs formed by affixation and verbs formed by reduplication. Affixes forming verbs include, meN-, meN-kan, meN-i, di-, ter- and ber-an. In addition, there are verbs related to nouns, namely active and passive verbs and verbs related to arguments, namely copulative verbs and equative verbs.

The Implementation of Creative Problem-Solving Model In Improving Creative Thinking, Problem-Solving, and Self-Regulated Learning Skills In Literature Learning For Grade XI Students of Saint Ursula High School

Creative thinking, problem-solving, and self-regulated learning skills are essential 21st-century skills that need to be developed. However, not many students have mastered these three skills. This research aims to determine the results of implementing the Creative Problem Solving (CPS) learning model to enhance these skills in English literature class for Grade XI at Santa Ursula High School in Jakarta. The research was conducted using the classroom action research (CAR) method, which consisted of three cycles. Each cycle involved the planning, observation, action, and reflection phases. A pre-test was conducted before starting each cycle, followed by a post-test after completing the cycle. The research subjects consisted of 32 students, and the assessment instrument used a scoring rubric. The results showed that there was an increase in the average value of creative thinking skills, problem-solving, and self-regulated learning in each cycle. From these results, it can be concluded that the CPS learning model can improve creative thinking, problem-solving, and self-regulated learning skills in English literature classes for Grade XI students at Saint Ursula High School Jakarta.

PADLET: POST-PANDEMIC AVENUE FOR A MORE DYNAMIC LANGUAGE AND LITERATURE LEARNING THROUGH ENHANCED TECHNOLOGY INTEGRATION

Globally unprecedented changes in the education system heightened the functions and contributions of technology. Padlet emerged as an educational tool to address challenges in the continuity of quality education after the implementation of distance learning. This study examined the impact of using Padlet on second language learners’ in language and literature classes satisfaction with Padlet use. The study employed a mixed method design, which used a reliable (α=0.83) 40-item Likert scale questionnaire and five open-ended interview questions analysed thematically. Results revealed that Padlet significantly impacted (t (163) = -7.348, p&lt;0.001) students’ proficiency in language and literature. Correspondingly, the students showed a significant improvement in submitting quality outputs, accomplishing assigned exercises on time, and establishing peer learning and encouragement. In addition, the students reported high levels of satisfaction (M=3.01, SD=0.43) with Padlet use. Therefore, schools may consider expanding Padlet’s use beyond language and literature classes to maximise its full potential in the teaching and learning paradigm.

Multilinguals’ Iserian Reading of the Marilyn Monroe Poem by Judy Grahn

This study examines Judy Grahn (1940- )’s poem “Marilyn Monroe” through the lens of the Iserian reading theory (1972), using two multilingual perspectives. The results indicate that instructors should pay close attention to the gap-filling stage when implementing the Iserian reading stages in their literature classes. While the paper includes two responses from the author and co-author, representing multilingual students, it highlights the significance of the implied reader’s background knowledge in navigating the various identities that arise during the reading process. A future article will delve into students’ responses to the Marilyn Monroe poem in detail and will be published in the upcoming volumes.

A Study on the Educational Performance Analysis of a Competency-Based Liberal Arts Classical Literature Class

This study aims to diagnose and analyze the effects of competency-based liberal arts British-American classical literature classes through learners’ competency achievement and its relationship to class satisfaction. This study also suggests a direction for integrated achievement of competency through classical education. To this end, pre- and post- competency diagnostic tests and a satisfaction questionnaire was collected from 78 students in this elective liberal arts classical literature class at H University. Independent samples t-tests, correlation analyses, and multiple linear regression analyses were conducted. As a result, first, the learners' communication skills, creativity, and problem-solving efficacy were improved. Second, learners were highly satisfied with developing interaction and collaboration skills among team members, and with improving their debate and discussion skills, suggesting that team-based instruction can be an effective teaching method in liberal arts education where learners are relatively less intimate. In addition, regarding the method of assessment, learners were most satisfied with an approach that put less pressure on paper-based exams, and perceived the increase in the amount of learning, the burden of preparation for performance activities, and the inability to check the visible evaluation results as the most difficult points. These results demonstrate the need for professional evaluation criteria and prior guidance regarding the class rubric. Finally, this study found that the improvement of the problem-solving efficacy of the participants did not affect class satisfaction, indicating that the instructor’s active role is needed, particularly when it comes to controlling the difficulty of competency performance activities, and when intervening on behalf of the student’s regarding their difficulties in learning. This study is meaningful in that it has confirmed that liberal arts classical literature education can play an important role in cultivating the competencies necessary for learners while maintaining the intrinsic value of the classics.

Towards unsettling the racial nation-state: affective interventions in an Australian literature classroom

ABSTRACT As the adoption of the Immigration Restriction Act 1901 (otherwise known as the White Australia policy) reveals, whiteness has always been fundamental to the Australian nation-state. White sovereignty is constitutive of the Australian nation, making it a racial state. But the devastating impact of whiteness on those deemed ‘not-white’ remains largely unacknowledged. Drawing on framing of affective economies and an empirical study tracing how secondary school students in a Literature class negotiate their identities amidst structures of colonialism, I explore the affective dynamics of these negotiations with attention to how emotions align some bodies with particular communities and situate some outside of nation. Within a pedagogic intervention aiming to disrupt canonical assumptions, I collected written responses, recorded group discussions from all class members, and interviewed a selection of these students. Data analysis demonstrates that many in the class were oriented to whiteness as ‘Australianness’ at the expense of other possible cultural identities offered by their biographies, often resulting in emotions of shame or disorientation. It invites us to think beyond national borders to avert the deleterious effects ‘nation-ness’ can have on those it excludes and to work towards implementing pedagogic interventions that might unsettle the racial nation-state.

The Effectiveness of Wordwall in Enhancing Students’ Engagement and Motivation in Literature Classes

In order to enhance students’ engagement and motivation, the integration of technology into instructional environments is becoming increasingly fundamental. In this context, Wordwall is utilized for English Letters students in Universitas Sanata Dharma. This study investigates the effectiveness of Wordwall—an online tool applying gamification principles in non-game contexts—to enhance English Letters students’ learning engagement and motivation in literature classes. Wordwall is chosen among other platforms since it is free to use and students do not need to login to the platform. Therefore, it is deemed to be practical. This study uses quasi experimental post-test design. The population of this study is the students of Introduction to Literature and Culture of English-Speaking Nation of English Literature Class batch 2022. Both groups took a pre-test and post-test and the results were compared to see the variance in the results. Each group received one lesson per week for four weeks as part of the treatments. Lastly, the data were analysed using independent sample t-test with SPSS version 25. The findings indicated that integrating Wordwall into Literature classes had a notable impact in motivating students to actively engage in the learning environment. Employing gamification quizzes in literature classes emerged as an innovative agent to engage students’ interest in reading and interpreting literature works. In addition, the enjoyable and friendly competitive nature in Wordwall also facilitated the students to understand the literature texts better. Importantly, the lecturer may also monitor the students’ progress from the results of the quizzes presented in ranks, leaderboards, or statistics.

A Study on Literature Classes for Student Agency - Focusing on Reading Science Fiction Through Questions and Collaborative Inquiry -

A Study on Literature Classes for Student Agency - Focusing on Reading Science Fiction Through Questions and Collaborative Inquiry -

АДАБИЯТ САБАГЫНДА ОКУУЧУЛАРДЫН СЫНЧЫЛ ОЙ ЖҮГҮРТҮҮСҮН ӨНҮКТҮРҮҮНҮН МЕТОДДОРУ ЖАНА КАРАЖАТТАРЫ: СТРАТЕГИЯЛАР ЖАНА ПРАКТИКАЛАР

This article is devoted to the study of methods and means aimed at the development of critical thinking of students at the lesson of literature. The information about the components of critical thinking, peculiarities of critical thinking development in literary education is given. The article considers the necessity of development of students' critical thinking in literature lessons, and some methods of teaching the development of students' analytical abilities and literary literacy are examined by examples. In particular, the article describes the reasons why there is a reason to develop students' critical thinking in literature classes. The purpose of the study was to identify effective strategies and practices that promote students' critical thinking in literature classes. The results showed that it is necessary to integrate various methods and tools in the literature class to effectively develop students' critical thinking.

Applying The Constructivist Activities on Teaching English Literature (A Study is Conducted in Literature Class of English Education Department of Universitas Negeri Manado)

The aim of this research is to find out whether the constructivist theory is effective to enrich students’ mastery of literary work or not. This research is classified as quantitative research which is true experimental design, the data collected in the form of numbers and the data statistically analyzed. In this research, the writer used a sample of students in the parallel class of English Education students in the 3th semester who had learned the subject of Introduction to Literature. One class randomly chosen from 4 clasess as the experimental class and control class and the t-test observe used in analyzing the data. The research finding shows that students were given a pre-test to what extent they understood about English Literature, from the results obtained, it was known that there were differences in mastery of the field of literature in each individual. Then, the students are given treatment using the constructivist theory referring to the students' learning experiences about the work of English Literature, given exposure and then post-test results which can show the experimental group gets the majority of scores higher than the control group. This means that there are significant differences between students' interest in learning about English Literature has increased in mastery of the topic and the overall phenomena that accompany it. In other words, students who are taught using Constructivist theory master the topic or material better, even they can enjoy the learning process more than Students who are not taught using Constructivist theory