Literature In Secondary Schools Research Articles

Surveying L2 Shakespeare studies in Canadian secondary schools

Abstract The study of Shakespeare in secondary school literature classes remains a global phenomenon across L2 contexts. Understanding said spaces is important, as the study of Shakespeare is known to expand learner knowledge of normative conventions of academic literacy – this, in service of building the cultural and linguistic capital necessary for learners to succeed on their own terms. However, little is known about how best to research this context so as to assist language learners with their academic literacy needs. To address this gap, this study employs thought modeling – an analytic tool informed by complex dynamic systems theory – to investigate the teaching and learning environment of seven secondary school ESL programs in the Canadian province of Ontario. Mining the educational experiences of 106 participants, this research explores five primary components of the educational landscape: conditions, timescales, interactions, artifacts, and agents. Thematic analyses and descriptive statistical analyses were performed on a dataset comprised of surveys and interviews. This study initiates a framework for continuing research into L2 secondary school Shakespeare studies by identifying and describing substantive avenues of research (i.e., control parameters) informing conditions for best practice and highlights thought modeling as an effective analytic framework for understanding educational dynamics.

Development of Grammar Competence via Work with the Literary Text in Teaching FFL

In this paper we deal with the issue of teaching foreign language grammar using literature in secondary schools. The aim of this paper is to propose and provide teachers of French as a foreign language with effective and practical didactic recommendations for teaching the past tenses in French through authentic literary text. Working with a literary text has the potential to contribute to the learner's self-development, to the development of his/her reading and language skills, to the development of critical thinking and other important aspects of his/her personality. The literary text chosen is the Quebec short story "Le petit bonhomme de graisse", which meets the criteria for selecting a text for didactic purposes in terms of content and scope. From a linguodidactic point of view, it corresponds to the language level B1 according to the CEFR, at which the learners are confronted with the chosen grammatical phenomenon and the problem of its application in communicative practice. When developing proposals for didactic procedure for working with the selected text, we come out from Rafajlovičová's research of the assessment of grammatical competence from the year 2016, which shows that the application ability of foreign language learners is significantly lower in comparison with the mechanical formation of grammatical forms. The partial aim of this paper is to contribute to the development of grammatical competence and its application to learners' communicational practice. In proposing activities related to authentic literary text, we take into account Slovak learners in Slovak schools, but nevertheless these proposals are applicable in the educational system of other countries, where French is taught as a foreign language. The topic of past tenses in French is one of the most difficult phenomenon to learn and use in communication, as the Slovak language operates with a different grammatical system. The proposed activities serve for effective teaching and acquisition of past tenses in French, not only their formation, but also their application to common communicative situations.

Pedagogical conditions for developing the creativity of future teachers in the process of their professional training

Antonova, O. (2012). The essence of the concept of creativity: problems and searches. Theoretical and applied aspects of the development of creative education in higher educational establisjments: a monograph, edited by O.A. Dubasenyuk. Zhytomyr: I. Franko Publishing house, 14–41. (In Ukrainian) Batyuta, T., & Dychkivs’ka, I. (2001). Basics of the pedagogical innovation. Rivne: Rivne state humanistic university. (In Ukrainian) Dychkivs’ka, I. (2011). Basics of the pedagogical innovation. Rivne: Rivne state humanistic university. (In Ukrainian) Edens, D., Dy, H., Dalske, J., & Strain, C. (2015). Cognitive Skills Development Among Transfer College Students: An Analysis by Student Gender and Race. Journal of Education and Training, 2, 117-135. https://doi.org/10.5296/jet.v2i2.7227 Glazkova, I., Khatuntseva, S., & Yaroshchuk, L. (2020). Professional pedagogical culture. Historical culturological aspect. Romanian magazine for multidimensional education, 12(3), 144-161. https://doi.org/10.18662/rrem/12.3/314 Jackson, N. (2013). Developing Students' Creativity through a Higher Education. International Symposium on «Cultivation of Creativity in University Students», Macao Polytechnic Institute. https://acortar.link/Cp736f Khymynets’, V. (2009). Innovative educational activity. Ternopil: Mandrivets’. (In Ukrainian) Kurok, V., Tkachenko, N., Burchak, S., Kurok, R., & Burchak, L. (2022). Developing Intending Teachers’ Creativity in the Process of Their Professional Training in the Context of Educational Transformations. Romanian Magazine for Multidimensional Education, 14(1), 246-262. Lubart, T. (2010). Children’s creative potential: an empirical study of measurement issues. Learning and Individual Differences, 20, 388-392. Marieiev, D., Marieievа T., Yaroshevska, L., Kaminskyy, V., & Viesova, O. (2023). Modern Teacher Education in Ukraine and EU Countries: Transformation, Vectors of Development. Journal of Higher Education Theory and Practice, 23(5). https://doi.org/10.33423/jhetp.v23i5.5947 Nerubasska, A., & Maksymchuk, B. (2020). The Demarkation of creativity, talent and genius in humans: a systemic aspect. Postmodern openings, 11(2), 240-255. https://doi.org/10.18662/po/11.2/172 Novolokova, N. (2019). Encyclopedia of the pedagogical technologies and innovations. Kharkiv: Osnova. (In Ukrainian) Onyshchenko, I. (2016). Ways of forming the creative potential of the future primary school teacher in the process of the professional training. Pedagogical sciences: theory, history, innovative technologies, 7, 397-403. (In Ukrainian) Petrovych, O. (2014). Designing the creative educational environment based on the subject-subject interaction of the teacher and future language teachers. Scientific Bulletin of Bohdan Khmelnytsky Melitopol State Pedagogical University. Series: Pedagogy. Melitopol: MDPU, 311–315. (In Ukrainian) Stojanova, B. (2010). Development of creativity as a basic task of the modern educational system. Procedia Social and Behavioral Sciences, 2, pp. 3395-3400. https://doi.org/10.1016/j.sbspro.2010.03.522 Sydorenko, V., & Dmytrenko P. (2000). Basics of the scientific research. Kyiv: Publishing centre «DINIT”. (In Ukrainian)» Tan, K., Albakri, K., Lim, K., Fei, G., & Sang Long, C. (2018). Characteristics of Creative Students Versus Academic Performance. International Journal of Human Resource Studies, 8, 69. https://doi.org/10.5296/ijhrs.v8i2.12718 Tokman’ H. (2012). Methods of teaching Ukrainian literature in secondary school. K.: Academia. (In Ukrainian) Vaganova, O., Ilyashenko, L, Smirnova, Z., Bystrova, N., & Kaznacheeva, S. (2019). Students’ creative abilities development in higher educational institution. Amazonia Investiga, 8(22), 701-710. Retrieved from https://www.amazoniainvestiga.info/index.php/amazonia/article/view/822 Wen, L., Zhou, M., & Lu, Q. (2017). The influence of leader’s creativity on employees’ and team creativity: Role of identification with leader. Nankai Business Review International, 8(1), 22-38. Wu, H.Y., Wu, H.S., Chen, I.S., & Chen, H.C. (2014). Exploring the critical influential factors of creativity for college students: A multiple criteria decision-making approach. Thinking skills and creativity, 11(2014), 1-21.

KAJIAN UNSUR - UNSUR TASAWUF DALAM NOVEL NEGERI 5 MENARA KARYA A. FUADI

The method used is descriptive method. This research approach is based on a moral and didactic approach. The data source for this research is the novel Negeri5 Menara by A. Fuadi. PT Gramedia Pustaka Urama Published in 2009. Consists of 419 sections, 423 pages, book length 19.5 cm x width 13.7 cm. The data processing technology used is business analysis technology. The data collection stage consists of (1) data collection and data review, and (2) compiling the results of data inspection. Based on a study of elements of Sufism such as Tauba, Repentance, Patience, Fakr, Tawakal, Leda, Wala Talika, Dzat, Makriffat, Mahabba, Fana and Baka, Itihad and Hururu. As a result of the analysis, the study of elements of Sufism in the novel Negri 5 by Andy F. Noya includes Menara Tauba, Zuhad, Sabar, Faguk, Amanah, Redha, Wala, Tarika, Hakika and Makriffa. It can be concluded that there are several suggestions that the author gives, namely: (1) literary education in schools; The results of this study are expected to contribute to secondary school literature education, especially those related to elements of Sufism in novels. (2) Literature researchers are expected to be able to use the results of this research to conduct research other than library materials and comparisons. Provide input to study or examine literature from a different perspective.

Adding to teachers’ assessment toolboxes: multiple-choice assessments of critical literacy for Australian senior school courses

Senior secondary Literature courses in Australia all aim, to various extents, to develop students’ critical literacy skills. These aims share emphases on reading, reflecting and responding critically to texts, on critical analysis and critical ideas, and on forming interpretations informed by critical perspectives. Critical literacy is not assessed on its own; rather, it is assessed indirectly alongside other concepts and skills. The most common form of assessment in these courses is the extended response, while multiple choice (MCQ) tests appear to be uncommon. We contend that multiple-choice assessments offer the potential to assess critical literacy at least as well as essay responses, and they do so independently of writing skills. We define critical literacy as a complex reading process involving challenging and resisting dominant representations in texts, foregrounding power relationships and acknowledging the multiple ways in which readers apply critical understandings to texts. This paper outlines the process by which two test developers researched and developed a small prototype test of critical literacy for senior school students that was aligned to senior secondary school Literature curricula. Cognitive laboratories were conducted in which these items were administered to a small number of students. The outcome suggests that the items were aligned to the construct and this assessment method shows promise in its capacity to measure students’ critical literacy.

An Examination of Senior Secondary School Students’ Perceptions of Challenges Facing Teaching and Learning of Literature in English in Ogun State, Nigeria

The inclusion of Literature in English in Nigerian School curriculum evidently reveals its importance in the sustenance and development of human society. Yet, decades after its teaching and learning, the nation is yet to reflect the positive effects on its citizenry. This study is embarked upon to identify the challenges facing its teaching and learning in Ado-Odo/Otta Local Government area of Ogun State Nigeria. The senior secondary school Literature in English students of the Local Government area formed the population of the study. Two hundred students randomly selected from ten randomly selected schools were the respondents. A twenty-two (22) items questionnaire was used to collect data for the study. The data collected were analysed with the means score technique. The findings revealed that there were student-related challenges, Teacher-related challenges and Curriculum-related challenges hindering effective teaching and learning Literature in English at the senior secondary school level in Ado Odo Otta Local Government of Ogun State. Equally, some ways by which the problems could be solved were identified and suggested. If the steps are taking, the justification of the inclusion of the subject in the curriculum shall be established.

The silence of black female voices in the course of learning english literature in South African secondary schools

This article explores patriarchal supremacist content in English secondary school Literature in postcolonial South Africa. In the course of colonization and Bantu Education, South African women, particularly Blacks were excluded in matters of education. They did not only endure racial, sexist, cultural, and other gendered-based atrocities in their societies and homes, they also suffered politically, economically, and intellectually. That made them more apprehensive than white women. For millennia black women, in particular, were treated as nurturers, caregivers and homemakers who were regarded as weak and dependent. Much of what secondary school literature, read in English classes, is written by males and follows a male protagonist. If women texts are involved, women are [were] portrayed differently from males, viewed as less capable or less significant. Although SA democratic constitution (Chapter 2) prescribed that everyone has a right to expression, in which everyone shares human rights, such as equality and freedom; black South African women still experience inequalities and lack of resourcefulness in the academic literary world. While women are the broad targets of myriad inadequacies and appalling atrocities in SA and have tried to raise their plights scholastically through literary writings and movements, they are deprived of chances to share these experiences in the literature that is scholastically acknowledged in secondary school Literature. As a result, this study examined the gender representation in English texts, read in SA secondary school Literature, regarding women representation in English first additional language (EFAL) Literature set-works in post-apartheid South Africa from 2009-2019 using a quantitative approach. Black Feminism Theory, which advocates equal representation of sexes, undergirds this study.

Curriculum Ideology of the Lesotho General Certificate of Secondary Education Literature in English

Lesotho’s education system has been and is, like countries’, undergoing a drastic curriculum metamorphosis. Nonetheless, there exists a lack of knowledge in teachers of the ideologies underpinning their subjects thus a problem arising in pedagogical practices. This study was set to analyse the curriculum of the Lesotho General Certificate of Secondary School Literature in English syllabus, identifying the dominant curriculum ideology (ies), ranging from the most dominant to the least in context to Lesotho education system. The results revealed that the most dominant ideology is the Learner- centred ideology, followed by the Scholar-Academic, then the Social- Efficiency and last, the Social Reconstruction ideology. The conclusion is that learning of this syllabus proves that a product of Literature in English will be someone who is creative, independent and equipped in high order critical thinking and analysis. Also, the findings reveal that study of Literature situates a learner, to a certain extent, as a member of society and also one who can function as a scholar in various disciplines. However, per the findings, there is a lot more to be done as far as Social Reconstruction is concerned. Learners seem to be catered for being individuals in their development instead of also balancing areas that will enhance ability to discern social concerns and even be in a position to alleviate them

The uses of affect in literature education: trajectories of nationalism and solidarity in postcolonial Cyprus

ABSTRACT This article demonstrates how the use of affect in literature education invokes trajectories of nationalism and/or solidarity using the case of postcolonial Cyprus as example. For this, we analyse secondary school literature curricula and textbooks in both Greek-Cypriot and Turkish-Cypriot educational systems. We do so by making use of affect theory – mainly ‘affective nationalism’ and ‘affective solidarity’ – met with Henri Lefebvre’s ‘rhythms’ and ‘truth of space,’ and Raymond Williams’ dominant, emergence, residual positions. Our focus questions are: What social, cultural, political meanings about the ethnic self and ‘Other’ are produced by literature curricula and textbooks? How can affect be used to regulate students and meanings in literature education, and what kind of ‘alternative’ affective meanings emerge? Our analysis shows that literature can be used in educational settings to evoke simultaneously conflicting affective ideologies and feelings. Theoretical and policy implications are discussed for literature education in postcolonial settings.

Iztēle tekstpratībā un valodas jaunradē literatūras mācību procesā vidusskolā

The aim of the article is to analyze the theoretical findings and practical experience of the role of imagination in thinking and the promotion of imagination in the secondary school literature teaching process. In philosophy studies the imagination is associated with thinking and emotions, aesthetics and art, language and creativity. Student language development interacts with the development of thinking and imagination, therefore in literature studies it is preferable to use pedagogical tools that promote imagination, they give the learning process both intellectual and emotional character and are aimed at student self-expression and language creativity, as well as self-experience and the ability to apply in diverse life situations the knowledge, skills and attitudes acquired from the learning process. Imagination as a concept belongs to philosophy, psychology and pedagogy. There are different approaches to the understanding of imagination; however, the unifying view is that imagination is both intellectual and sensual, as well as imitative (reproductive) and creative (productive). Psychologists point out the importance of school in the development of a child's language and thinking, because it is at school age that conditions for the development of the imagination are formed, that is where the child can reflect on the acquired knowledge in imagination and then do it, apply it in practice. It is therefore important for the school to use a variety of pedagogical tools for developing the imagination, including creative imaginative tasks such as stories drawings, drama, giving the process a logical-constructive, emotional direction and a conscious character. Along with the text literacy, the students also discover their attitude towards the world, for the emotional field plays a significant role in a person’s life and thinking. The pedagogical possibilities for the promotion of the imagination stem from the findings of philosophers and psychologists that the imagination is responsible for the deepest creative reflections, because thinking is not possible without images. Imagination in text literacy is related to critical and emotional thinking, to memory and emotions, the ability to compare, the desire to create and it is realized in language. As a result of theoretical research and analysis of self-experience are criteria of imagination for performing creative tasks in literature in secondary school: originality of thought in the task performance (creative, original judgments, solutions); the relevance of the content to the specific creative task; understanding of the meaning of the text and the subtext; involvement of images in the performance of a creative task; use of metaphors and symbols creation of new connections. These criteria are intended for student self-assessment in cooperation between teacher and student, and can be used as a formative assessment in the secondary school literature study process.

ОКУУЧУЛАРДЫН ЭТНОПЕДАГОГИКАЛЫК ЖАКТАН СОЦИАЛДАШУУСУ ЖАНА ОРТО МЕКТЕПТИН 10-11-КЛАССТАРЫНДА КЫРГЫЗ АДАБИЯТЫН ОКУТУУНУ ӨРКҮНДӨТҮҮ

The actuality of this article is the need to teach Kyrgyz literature in high school on an ethnopedagogic basis, indicating that there are still no text developments in Kyrgyz literature that are ready for a reasoned presentation or presentation of thoughts using the means of artistic speech, as a result of which it is difficult for some students to convey their thoughts to other people in the social sphere. This article examines the importance of Ethno pedagogy in the subject standard of teaching Kyrgyz literature in general education schools and its role in the socialization of students. While the new literary education standard was created for secondary schools, it introduces the requirement to change the curriculum of Kyrgyz literature in secondary schools. The article explains the role of Ethno pedagogy in its implementation in the educational process, the definition of competencies based on the new subject standards, which are combined with the task of educating the younger generation in the socialization of the country and interpreted in the context of creating personal, socio-cultural competencies. Considering the analysis of the ideological content of works of art, a study was conducted to show how it can affect the development of the child as a person. The didactic nature of ethno- pedagogy is analyzed using examples related to the competencies defined in the subject standard. As a result, as the main purpose of the study, the author considers the practice of teaching methods of Kyrgyz literature in high schools on an ethnopedagogic basis, plans of classes, educational and methodological developments, methods, questions of the final module, the results of which are presented at literature lessons throughout the republic.

Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence

Intercultural competence in foreign language teaching has gained importance in recent times. Although current work has highlighted the advantages of content and language integrated learning (CLIL) for intercultural development, little is known about its potential for teaching literature in secondary schools. Treating literature itself as an art form, the aim of this article is to formulate research-based design principles for an integrated intercultural literary pedagogy (IILP) that may foster intercultural competence through arts integration in foreign language classes. This article reports on the process of evaluating IILP-based pilot lesson materials in pre-university education in the Netherlands. Educational design research was applied as a method that encompasses the systematic study of designing, developing, and evaluating educational interventions through an iterative process of evaluation with stakeholders. Three iterations of formative evaluation were conducted, with additions to the tentative design principles following each of the first two iterations. The process resulted in a set of four refined principles. Results also illustrated the effectiveness of IILP-based lesson materials for intercultural competence. Although participating students encountered some difficulties relating to the functionality of the design, the students appreciated its social relevance and reported that the processing of literary texts through dialogic tasks with peers in the target language fostered intercultural language learning.

The role of world literature in the formation of students' planetary thinking

The article is devoted to the issues of teaching world literature in secondary schools in the context of modern challenges in the world and the main aspects of education brought by these challenges. Here, the importance of world literature in the formation of students' planetary thinking in the teaching process is analyzed. The progressive role of these examples in the formation of students' logical, critical and creative thinking, teaching selected examples from world literature, the formation of cognitive and communication skills is emphasized. The study notes that the formation of national and human ideas, the development of personality in students is one of the main requirements of modern subject programs. The establishment of parallels between national and world literature is of great scientific and methodological importance in order to achieve such goals as the formation of a planetary image of the growing generation, the inculcation of ideas and ideas about the unity of the world.

IṬAINILAIPPAḶḶIKAḶIL MĀṆAVARKAḶIṈ CUYA CĀLPUṬAIMAIK KŪṞUKAḶAI VALUPPAṬUTTUM AKALVIḶAKKU NĀVAL [AGAL VILAKKU NOVEL TO STRENGTHEN SECONDARY SCHOOL STUDENT’S SELF-ESTEEM ELEMENTS

Teaching Tamil literature in secondary schools ensures that students' knowledge of literature is nurtured and appreciated. And the goal is to produce individuals who are intelectually, spiritually, emotionally and physically balanced and harmonic. The study was conducted to find out how M. Varatharasan's novel 'Agalvilakku' novel contributes to the development of Self-Esteem Elements among secondary schools students. This study was conducted in qualitative and quantitative approach. Document analysis and fieldwork in particular are the primary approaches to this study. The study concludes that the ‘Agalvilakku’ novel plays a major role in the development of self - possessive elements such as leadership, virtue, self - confidence, self - esteem, energy, creativity, and personal, social interaction among secondary school students. M. Varadarajan's ‘Agalvilakku’ novel is suitable for teaching literature to secondary school students.

Орта мектепте М.Қашқари және Ж.Баласағұн шығармаларын оқытудың тәрбиелік мәні

At the present time, the content of literary reading programs has a considerable educational potential. Its implementation depends on the purposeful selection of the content of the educational material, which presents students with a true example of morality, patriotism, spirituality, citizenship and humanity. However, content can be a means of education only if it is transmitted to the consciousness of students through a holistic perception based on narrative, solid knowledge. A secondary school student should be encouraged to understand the artistic specifics of the literature of the Islamic era, along with the ideological and content aspect of the work. When realizing that the main feature of the literature of the Islamic era is the promotion of human values, call for good and appeal to the weal, the student freely assimilates the work and deeply understands its meaning. In this context, it is necessary for secondary school students to study widely the literary and historical heritage, to use it in educational work. To date, effective ways and approaches to teaching Kazakh literature in secondary schools are being methodologically studied. In particular, the teaching of Islamic literature in secondary schools is of great importance. This article examines in detail the issues of what is the main purpose of studying the literature of the Islamic era in secondary school and what is the impact of the works of literature of the Islamic era in general on the worldview of students. The article describes the educational significance of the pedagogical works of the medieval Turkologist, scientist M. Kashgari and Zh. Balasagun.

La enseñanza de la interculturalidad a través de la literatura: nuevos desafíos

La enseñanza de la literatura en las escuelas secundarias de la República Checa, contribuye de manera relevante a ofrecer nuevas perspectivas educativas a los jóvenes checos. En tal sentido, esta enseñanza funciona como atesoran en el mundo, desde la Odisea de Homero, por ejemplo, a través del drama Shakesperiano y Fausto de Goethe, a las novelas de Balzac o de Zola, a los autores del siglo XX que se dedicaron a la causa humanista desvelando las facetas ocultas de la existencia humana. El propósito de nuestra reflexión sobre temas interculturales es, en primer lugar, analizar la contribución de la lectura al nivel de conocimiento, proponer la posibilidad de utilizar textos literarios para demostrar hasta qué punto el diálogo entre culturas, está incluido en las propias obras, y, por último, considerar qué textos literarios contemporáneos a escala mundial podrían enriquecer de manera relevante la selección de libros recomendados a los jóvenes checos. La conclusión será una síntesis tratando de comparar la situación de los estudiantes checos con la de los jóvenes franceses. También se resalta el papel de la traducción no sólo en la enseñanza de la literatura, sino en el conocimiento del Otro. The teaching of literature in secondary schools in the Czech Republic (note that this is in the course of Czech literature courses and taught in Czech) contributes in a relevant way to open to young people new worlds. It works starting from the treasury of the world thought, Homer’s Odyssey for example through Shakespearean drama and Goethe’s Faust, to the novels by Balzac or by Zola, to the twentieth century authors who engaged in the humanist cause by unveiling the hidden facets of human existence. The purpose of our reflection on intercultural topics is first of all to analyze the contribution of reading to the level of knowledge, then to propose the possibilities of using literary texts to demonstrate how much the dialogue between cultures is included in the works themselves, and finally, to consider which contemporary literary texts on a world scale could enrich in a relevant way the choice of books recommended to young Czechs. The conclusion will be a synthesis trying to compare the situation of Czech students to that of young Frenchmen, for example. It will also highlight the role of translation not only in teaching literature, but in knowing the Other.

To the question of studying the epic at the lessons of Russian literature in secondary school

To the question of studying the epic at the lessons of Russian literature in secondary school

Using Multimedia to Promote Students’ Learning and Understanding of English Literature in Secondary School

Using Multimedia to Promote Students’ Learning and Understanding of English Literature in Secondary School

Literature Standards Past and Present: Driving Toward a Disappearing Horizon

The purpose of this paper is to present the findings of a content analysis of ten historical documents related to the teaching of literature, attempting to answer the following research question: how have defined end goals for the teaching of literature in secondary schools changed in the United States? Our findings suggest that there are common tensions that have remained constant throughout historical attempts to create standards for the secondary English classroom. We saw tensions fluctuate between four curricular perspectives within documents: essentialism, perrenialism, progressivism, and reconstructionalism. These findings highlight how the language of standards documents regarding the teaching of literature has changed, and have implications for where policy makers and professional leaders place value with regard to the teaching of literature in secondary classrooms.

Using Digital Stories to Promote Students’ Learning and Understanding of Poems in Secondary School

In the teaching of literature in secondary school, some teachers prefer the traditional method and this causes students to view literature as a boring subject. In this technological era, technology method such as digital stories have been a powerful tool in teaching and learning that engages both teachers and their students (Robin, 2008). This study investigates the use of digital stories in the teaching and learning of poems in an upper form classroom in Malaysia. In a mixed method study of eleven participants , multiple data were collected through pre-test and post-test, observations, and interviews. The results showed that using digital stories could increase students’ understanding, participation and interest in learning the poems as well as promote students’ ability in meaning making by involving them in fun and meaningful activities in the classroom. Students were also able to engage themselves in gathering information as well as giving personal response. The findings of the study encourage the teachers to integrate technology in the teaching and learning of literature component especially in the Malaysian secondary school context.