Gauging EFL Learners’ Responsiveness to the Incorporation of Literary Materials into Language Courses

Literature performs various functions in the process of learning English as a foreign language (EFL). Although it is studied as a subject-matter, it can represent a linguistic resource that is integrated into the language related modules. However, it may not be appreciated by all EFL students. Therefore, the present study attempts to investigate the learners’ attitudes and responsiveness to the integration of literary materials in language courses. It relied on the use of a questionnaire and classroom observation as instruments of gathering information from a sample of 30 EFL students. The collected data were analysed quantitatively and qualitatively. The main findings have revealed that most of the students respond positively to the literary discourse introduced in language tasks