TEL_Volume 18_Issue 2_Pages 1-34

Teaching English Language, Vol. 18, No. 2, Summer & Fall 2024, pp.
1-34
Teaching English Language Journal

ISSN: 2538-5488 – E-ISSN: 2538-547X – http://tel.journal.org
© 2024 – Published by Teaching English Language and Literature Society of Iran
Please cite this paper as follows:

Wuntu, C. N., Tatipang, D. P., & Ali, M. I. (2024). Literature pedagogy for English
development: Investigating preferences, motivation, and best practices toward the
implementation. Teaching English Language, 18(2), 1-34. https://doi.org/
10.22132/tel.2024.456555.1608
Research Paper
Literature Pedagogy for English Development:
Investigating Preferences, Motivation, and Best
Practices Toward the Implementation
Ceisy Nita Wuntu 1
Universitas Negeri Manado
Devilito Prasetyo Tatipang
Muhammad Ilham Ali
Abstract
This study delves into the effectiveness of literature pedagogy in fostering
English language development, with a particular focus on investigating
students' preferences, motivations, and perceptions of best practices for its
implementation. Through a mixed-methods approach, through a
questionnaire and semi-structured interview, the study identifies a strong
preference, motivation, and the identification of best practices among
students for the presence of literature pedagogy, reflecting a widespread
recognition of its importance in language learning. Through meticulous data
analysis, several key findings emerge. Firstly, students’ preferences were
positive toward literature pedagogy implementation. Furthermore, the R-
value of .680 highlights a substantial correlation between literature pedagogy
and student motivation. Moreover, the R2 value of 0.44, alongside the F
value of 166.33 (Sig = .000), underscores the robustness of this relationship.
As literature encompasses diverse genres and themes, it captivates students'
attention, kindles their interest, and enhances their knowledge acquisition
during the learning process. In addition, the positive response towards best
1
Corresponding author: [email protected]
2 Teaching English Language, Vol. 18, No. 2
Literature Pedagogy for English Development …
practices further underscores the efficacy of literature pedagogy in fostering

student engagement and enthusiasm for English education. By recognizing
the transformative potential of literature pedagogy, educators can leverage its
multifaceted benefits to cultivate a dynamic and motivating learning
environment conducive to students' academic growth and development.
Keywords: Literature Pedagogy, English Development, Preferences,
Motivation
Received: March 5, 2024
Accepted: July 10, 2024
1. Introduction
In the landscape of language education, the role of literature pedagogy in
fostering English language development stands as a pivotal yet multifaceted
domain. Literature, with its rich tapestry of narratives, characters, and
themes, serves as a conduit for linguistic exploration, cultural understanding,
and critical thinking (Rorintulus et al., 2024). However, the efficacy of
literature pedagogy in enhancing English language proficiency hinges not
only on its inherent merits but also on the motivational dynamics of learners,
their preferences, and the adeptness with which educators navigate
pedagogical strategies. Motivation, as a cornerstone of successful language
acquisition, underscores the significance of learners' intrinsic drives and
extrinsic incentives in engaging with literary texts (Hu & McGeown, 2020).
Within the realm of literature pedagogy, the cultivation of motivation
assumes paramount importance, as it not only sustains learners' interest but
also catalyzes deeper cognitive engagement and language acquisition.
Motivation, as a driving force behind language learning, occupies a
central position in educational psychology and pedagogy. Decades of
research have underscored its significance in influencing learners'
engagement, persistence, and ultimately, their proficiency levels. Studies by
Teaching English Language, Vol. 18, No. 2 3
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Chua & Lin, (2020) and Liando et al., (2022) have elucidated the
multifaceted nature of motivation, delineating intrinsic and extrinsic
motivational factors that propel learners toward language acquisition. As
Kaowiwattanakul, (2021); Iskhak et al., (2020); Viana and Zyngier, (2020)
mentioned that in the context of literature pedagogy, understanding how
motivational dynamics interact with textual materials is crucial for educators
seeking to optimize learning outcomes. Understanding the nuanced
motivational dynamics inherent in literature pedagogy necessitates an
exploration of learners' diverse backgrounds, experiences, and aspirations,
which shape their attitudes toward literary texts and their willingness to
engage with the language embedded within them.
Preferences, on the other hand, constitute the subjective inclinations and
predilections of learners towards specific literary genres, themes, or teaching
methodologies. Research by Islam, (2021) and Miwa et al., (2023) has shed
light on the significance of catering to learners' individual preferences in
fostering engagement and comprehension. Moreover, learners' preferences in
terms of literary genres, themes, and narrative styles wield considerable
influence on their receptivity to literature-based language instruction. Islam,
(2021) mentioned that recognizing and accommodating these preferences
within pedagogical frameworks is essential for optimizing learner
engagement and fostering a conducive learning environment. Hussein et al.,
(2021); Becker, (2020); and Jabeen & Sarifa, (2022) suggest that whether
through the exploration of classic literature, contemporary fiction, or
culturally diverse texts, educators must navigate a diverse array of
preferences to tailor their instructional approaches effectively. By aligning
pedagogical content with learners' interests and inclinations, educators can
enhance the relevance and resonance of literature pedagogy, thereby
facilitating more meaningful language acquisition experiences.
Moreover, identifying and implementing best practices in literature

pedagogy is imperative for educators striving to create enriching and
effective learning environments. Previous research has highlighted various
strategies and approaches that promote engagement, comprehension, and
critical thinking in literary studies. Works by Santiago & Hamman-Ortiz,
(2020) and Lim et al., (2022) emphasize the importance of employing diverse
instructional techniques, such as reader-response approaches and
collaborative learning methods, to scaffold students' understanding and
appreciation of literature. Additionally, studies by Li & Flowerdew, (2020)
and Prilutskaya, (2021) advocate for integrating cultural and linguistic
diversity into literature curricula, fostering inclusive learning environments
that resonate with learners from diverse backgrounds.
However, the implementation of literature pedagogy for English language
development is not devoid of challenges. Educators grapple with myriad
considerations, ranging from text selection and instructional methodologies
to assessment practices and resource constraints (Jabeen & Sarifa, 2022). To
navigate these challenges and optimize the effectiveness of literature-based
language instruction, it is imperative to discern and disseminate best practices
that encapsulate pedagogical efficacy, learner engagement, and linguistic
outcomes. In light of those previous studies, this research aims to investigate
the intricate nexus among motivation, preferences, and best practices in
literature pedagogy, with a specific focus on English language development.
The significance of this research extends beyond the confines of academia,
resonating with educators, policymakers, and practitioners alike. In an
increasingly interconnected and multicultural world, proficiency in the
English language is synonymous with opportunity, empowerment, and social
mobility. Through the unraveling of the intricacies of literature pedagogy and
its impact on English language development, this research not only
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contributes to the theoretical discourse on language acquisition and pedagogy
but also offers practical insights and recommendations for educators seeking
to enhance their teaching practices and foster meaningful learning
experiences for their students.
2. Literature Review
From the introduction above, this study used students' perception of
literature pedagogy in an EFL class at a university in Minahasa, North
Sulawesi, Indonesia to know students’ English Literature competence.
Accordingly, this section reviews related theories and studies of literature
pedagogy, English development, and students’ motivation.
2.1 Literature pedagogy
The instruction of Literature and its associated fields of word analysis and
critical examination of structure or literary linguistics is not solely a concern
for literature educators (Wei Y, 2021). Numerous readers desire to condense
a play, film, oration, poem, narrative, or novel similarly. Manifestation of the
author's encounters and events in life. Occasionally, they find it comfortable
to extract the meaning from a specific work by referencing biographical
information that could potentially "clarify" it.
This approach assigns literary pedagogy to the realm of literary criticism,
viewing it as a method of instruction and education. Previously, literary
analysis involved teaching unskilled or casual readers to abandon this
practice and adopt a more effective approach to reading that better
appreciates the mechanics of literary works. It was believed that it enhanced
the reader's ability to read skillfully by cultivating more knowledgeable
reading techniques. Today, both teachers and learners of Literature and allied
disciplines rigidly succumb to the practice of dissecting texts as a method of
literary education.
Teachers, learners, and readers of literary texts typically encounter a
multitude of potential interpretations when faced with the complex web of
subtle clues and messages inside the text (Prilutskaya, 2021). This is
especially true for texts that are intentionally vague in their meanings or that
refer to different principles and aspects of experiences. When faced with a
wide range of vivid images and skillful use of language, readers often seek
comfort in consulting the author's biography or relying on the expert opinions
of critics and proponents of the literary material being studied.
Literary pedagogy necessitates more than just that. Despite the significant
impact that teaching has on both teachers and learners, there has been a lack
of focus on pedagogical matters that encompass the entire field of teaching
Literature. Pedagogy has deviated from traditional techniques of text reading
by disregarding the biographies of the authors and the opinions of other
knowledgeable individuals associated with the text's original.
2.2 English development
English development refers to the gradual acquisition, improvement, and
mastery of the English language by individuals. This complex process entails
not only acquiring proficiency in the four language domains (hearing,
speaking, reading, and writing) but also comprehending the cultural and
contextual subtleties inherent in language (Lim & Nguyen, 2022). As
educators, it is crucial to comprehend the process by which multilingual
learners acquire a second language and determine their position on the
language development continuum.
The process of second language learning consists of five distinct stages:
Pre-Production Stage: This stage is also known as the "silent stage." During
this phase, pupils acquire the new language and engage in communication
through the use of pointing or gesturing. Initial Production Stage: Students
initiate communication by employing concise vocabulary and simple
sentence structures. During the speech emergence stage, students can
communicate using brief phrases and simple sentences (Hartono, 2020). They
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are also capable of asking questions and providing responses to
straightforward inquiries. Nevertheless, pupils may employ improper
grammar and encounter challenges in expressing their views. At the
intermediate fluency stage, students may construct lengthier and more
intricate sentences with greater confidence. They are also capable of
showcasing advanced cognitive abilities. Advanced Fluency Stage: Students
gain and further develop their knowledge of language specific to different
subject areas.
2.3 Students’ motivation
Motivation is the driving force that stimulates, directs, and maintains the
process of learning (Vonkova, 2021). It serves as a fundamental component
of self-regulated learning, which encompasses the attitudes and cognitive
processes that enable individuals to control their learning. Self-regulated
learning encompasses both the process of learning itself and the
metacognitive processes, which entail the understanding, monitoring, and
control of one's learning. These metacognitive processes assist learners in
determining what and how to study, as well as evaluating the results of their
learning.
Motivation is intricately linked to self-efficacy, which refers to an
individual's confidence in their capacity to complete a task. Additionally,
motivation is influenced by the context, which encompasses the surrounding
environment in which learning takes place. The experiences of individual
learners can differ based on cultural, racial, and/or identity factors
(Ntoumanis, 2022). Academic accomplishment has been associated with
motivation, self-efficacy, and self-regulated learning. The primary
stakeholders in fostering motivation are educators, parents/caregivers, and the
students themselves.
Intrinsic motivation is driven by internal factors and is derived from the

innate satisfaction one experiences when accomplishing a task or acquiring
expertise in a particular ability. Extrinsic motivation is frequently influenced
by external incentives and repercussions. These two types of motivation are
not contradictory. incentive exists on a continuum, and external incentive has
the potential to be internalized. Additionally, motivation levels can differ
depending on the individual and the situation. During early infancy, the
intrinsic drive is typically strong but may diminish as schooling progresses
due to a shift in emphasis towards external incentives and penalties, rather
than play and discovery. Several studies indicate that educational institutions
and online learning platforms that prioritize intrinsic enjoyment, as opposed
to external rewards and performance objectives, result in increased student
motivation and engagement.
Goal orientation theory posits that motivation is driven by two distinct
sorts of goals. Mastery objectives prioritize the acquisition of new knowledge
and abilities, whereas performance goals prioritize the attainment of concrete
results, such as grades or rewards. Studies have discovered that when
students establish mastery objectives, rather than performance goals, they get
superior learning outcomes and are more inclined to cultivate self-regulated
learning skills and positive classroom behaviors. According to this research,
performance goals may be less effective since students tend to compare
themselves with others and prioritize avoiding failure rather than striving for
achievement.
3. Methodology
This study employed a mixed-methods approach to investigate the
complex interplay between motivation, preferences, and best practices in
literature pedagogy among English Education students enrolled in a
Literature Course. The integration of quantitative and qualitative methods
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allowed for a comprehensive exploration of the research objectives,
providing both statistical insights and an in-depth understanding of
participants' experiences and perceptions. This study comprised 20 English
Education students enrolled in a Literature Course at EED UNIMA.
Participants were selected through purposive sampling to ensure
representation across different proficiency levels and demographic
backgrounds, thereby enriching the breadth and depth of data collected. Each
participant provided informed consent before their involvement in the study.
Two primary instruments were utilized to gather data: a structured
questionnaire and semi-structured interviews. The questionnaire consisted of
25 questions and 3 open-ended questions designed to assess participants'
motivation levels, preferences regarding literary pedagogy, and perceptions
of instructional practices. The questionnaire was administered electronically
using Google Forms and subsequently analyzed using IBM SPSS Statistics
version 25 to derive quantitative insights and patterns. Additionally, semi-
structured interviews were conducted to elicit rich qualitative data regarding
participants' experiences, perspectives, and recommendations about literature
pedagogy, this process there are 5 students involved. The interview protocol
was developed based on the research objectives and included open-ended
questions to encourage participants to articulate their thoughts, feelings, and
suggestions in their own words. Interviews were audio-recorded and
transcribed verbatim to facilitate subsequent thematic analysis and
interpretation.
Qualitative data from the interviews were analyzed using thematic
analysis, following Creswell & Creswell, (2018) six-step process.
Transcribed interviews were systematically coded to identify recurrent
patterns, themes, and categories related to participants' narrative preferences
and best practices in literature pedagogy. Students who was involved in the
semi-structured interview were coded (I1-I5), this was an easier alternative

for the researchers to differentiate them. Through iterative coding and
constant comparison, themes were refined and organized into coherent
structures, allowing for nuanced interpretation and presentation of qualitative
findings.
4. Finding and Discussion
The exploration of literature pedagogy for English development, with a
focus on investigating motivation, preferences, and best practices, has yielded
rich and nuanced findings that shed light on the complexities of language
learning and teaching. This section presents the key findings derived from a
mixed-methods study conducted among 20 English Education students
enrolled in a Literature Course. Through the integration of quantitative
analysis and qualitative interpretation, the research endeavors to offer
insights into the motivational dynamics, preferences, and effective
pedagogical strategies that shape the landscape of literature instruction in
English language development contexts. One of the central findings of the
study pertains to the multifaceted nature of motivation in literature pedagogy.
Quantitative analysis of survey data revealed that participants exhibited
varying degrees of motivation, with factors such as intrinsic interest in
literary themes, perceived relevance to personal experiences, and the
influence of teacher enthusiasm emerging as prominent motivational drivers.
Moreover, qualitative insights gleaned from interviews illuminated the
intricate interplay between individual motivation and external factors,
highlighting the role of classroom environment, peer interactions, and
cultural influences in shaping learners' motivational orientations toward
literature learning.
The study also elucidated the diverse preferences of participants regarding
literary genres, themes, and instructional methodologies. Quantitative
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analysis revealed a spectrum of preferences, with participants expressing
varying degrees of interest in classical literature, contemporary fiction,
poetry, and drama. Furthermore, qualitative findings underscored the
significance of catering to individual preferences and learning styles, with
participants advocating for personalized approaches that resonate with their
cultural backgrounds, linguistic proficiencies, and aesthetic sensibilities. The
integration of multimedia resources, collaborative activities, and experiential
learning opportunities emerged as preferred pedagogical strategies for
enhancing engagement and comprehension among learners. In exploring best
practices for literature pedagogy, the study identified a repertoire of effective
instructional strategies that fostered meaningful learning experiences and
promoted English language development. Quantitative analysis revealed
positive correlations between perceived effectiveness and the integration of
diverse pedagogical approaches, including reader-response methods,
collaborative discussions, and interdisciplinary connections.
The findings of this study hold significant implications for educators,
curriculum developers, and policymakers seeking to enhance literature
pedagogy for English language development. By recognizing the
multifaceted nature of motivation, the diverse preferences of learners, and the
efficacy of pedagogical diversity, stakeholders can adopt a student-centered
approach that prioritizes individualized instruction, fosters intrinsic
motivation, and promotes inclusive learning environments. Furthermore, the
integration of multimedia resources, technology-enhanced learning tools, and
culturally relevant materials can enhance accessibility and relevance, thereby
bridging linguistic and cultural divides in literature instruction.
The following Table 1 presents an insightful examination of students'
preferences regarding the implementation of literature pedagogy in the
English classroom, derived from a comprehensive questionnaire adapted
from (Hussein et al., 2021). Comprising 25 meticulously crafted questions,

this survey delves into the nuanced perspectives of students, employing a
Likert scale to capture the depth of their responses. The table not only
showcases the diverse array of questions posed to the participants but also
provides a structured framework for understanding their viewpoints. Utilizing
sophisticated analytical tools such as SPSS 25, the responses have been
meticulously scrutinized, offering valuable insights into the preferences,
inclinations, and perceptions of students toward literature pedagogy. This
table serves as a crucial repository of data, facilitating a deeper understanding
of how pedagogical approaches are perceived and received by the very
individuals they aim to benefit. From exploring attitudes towards teaching
methodologies to gauging preferences for instructional materials, Table 1
encapsulates a rich tapestry of student voices, laying the groundwork for
informed pedagogical decisions and scholarly discourse in the realm of
English education.
Table 1.
Students’ Preferences Toward Literature Pedagogy Implemented in English
Classroom
Categories Items Strongly Agree Disagree Strongly
Agre Disagree
Total %
Preferred Literature 65 35 0 0
Pedagogy Presence in
The Implementation
English Classroom
of Literature
Strengths and 75 25 0 0
Pedagogy in English
Weaknesses of
Classroom
Literature Pedagogy
in English Classroom
Roles of Literature Preferences on the 85 15 0 0
Pedagogy in English Implementation of
Classroom Literature Pedagogy
in English Classroom
Needs and Interest of 75 25 0 0

Literature Pedagogy
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Implemented in
English Classroom
General Thought of 90 10 0 0
Literature Pedagogy Experiences and
Implemented in Preferences on
English Classroom Literature Pedagogy
Table 1 provides a comprehensive overview of students' preferences

toward literature pedagogy implemented in the English classroom, delineated
into three distinct categories: the implementation of literature pedagogy, roles
of literature pedagogy, and general thoughts regarding its implementation. In
the category of the implementation of literature pedagogy in the English
classroom, the table reveals that a significant majority of students (65%)
strongly agree (SA) that they prefer the presence of literature pedagogy in
their English classrooms. This indicates a pronounced inclination towards
incorporating literary elements into their learning experiences. Notably, there
is a complete absence of students who disagree (D) or strongly disagree (SD)
with this notion, suggesting unanimous support for the integration of
literature pedagogy.
When considering the roles of literature pedagogy in the English
classroom, the data portrays a similar trend. A staggering 75% of students
express strong agreement with the notion that literature pedagogy possesses
strengths that contribute positively to their learning journey. This underscores
the perceived efficacy of literature pedagogy in enhancing educational
outcomes. Additionally, there is no indication of any student disagreeing or
strongly disagreeing with this perspective, further emphasizing widespread
endorsement of the benefits associated with literature pedagogy.
Moving on to the general thoughts regarding literature pedagogy
implementation, the table indicates an overwhelming consensus among
students. An impressive 85% of respondents strongly agree that they hold
favorable opinions regarding the implementation of literature pedagogy in
their English classrooms. This resounding affirmation underscores a

collective appreciation for the pedagogical approach and its potential to
enrich the educational experience. Again, there are no instances of
disagreement or strong disagreement recorded, reaffirming the unanimity of
positive sentiment towards literature pedagogy.
Within each category, the table provides valuable insights into specific
aspects of students' preferences. For instance, the implementation of literature
pedagogy elucidates the extent to which students value the presence of
literary elements in their classroom environment. Similarly, exploring the
roles of literature pedagogy, highlights students' perceptions of its strengths
and weaknesses, shedding light on areas of pedagogical efficacy and potential
improvement. Lastly, in gauging general thoughts on literature pedagogy
implementation, it captures the overarching sentiments and attitudes
prevalent among students towards this educational approach. Moreover, the
absence of dissenting viewpoints underscores the widespread acceptance and
endorsement of literature pedagogy among students, affirming its pivotal role
in fostering enriched learning experiences and cultivating a deeper
appreciation for literature within the educational landscape. At the next stage
of presenting the results of data analysis, a correlation test is applied to see
students’ motivation toward the implementation of literature pedagogy, the
results of the correlation test can be seen in Table 2:
Table 2.
Correlation Test Toward Students’ Motivation
Motivation Literature Pedagogy
Pearson Correlation Sig. (2-tailed) 1 .680**
.000
N 20 20
Pearson Correlation Sig. (2-tailed) .680** 1
.000
N 20 20
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The above correlation test shows the magnitude of the correlation of
literature pedagogy toward the motivation of English education students .680
with a significant 0.000. To see the influence of literature pedagogy on the
motivation of students, the researchers continued to re-analyze the existing
data in the form of Regression analysis to find the correlation coefficient.
Based on the results of the test carried out, it can be seen that the R-value
obtained is 0.680. This indicates that there is a significant influence of
literature pedagogy on the motivation of English education students.
Referring to the research findings above, literature pedagogy has a very
significant influence on student motivation, because literature is now very
varied and attracts students' attention, interest, and knowledge during the
learning process. In line with statements from Hussein et al. (2021); Çatalbaş
& Solmaz, (2024); Becker, (2020); and Rorintulus et al., (2024), the types of
literature that are often implemented in the classroom are poetry, novels,
short story, drama and many more.
The findings of the correlation test (see Table 2) are further strengthened
also by the results of the regression test. Each response from the
questionnaire given to students gave its results which were then processed
into data in this study. As previously specified, where there are regression
and correlation tests, and the next stage of data presentation, is the regression
test. The results of the regression test in this study are described in Table 3:
Table 3.
Regression Test
Model R R Square F Sig.
1 .680a .440 166.333 .000
This regression test was carried out on questionnaire data that had been
distributed to students. This research was conducted to see how students’
motivation toward the implementation of literature as the pedagogical media.
From the results of data tuning that has been done (see Table 2), two things
can be seen. First, the value of the R-value obtained is 0.680. Secondly, the
R2 value obtained is 0.440, and the F value obtained is 166.333 (Sig =
0.000). Thus, referring to the basis of the two points above, it can be
concluded that there is an influence of literature pedagogy on the English
education department students.
Along with the questionnaire data on students’ preferences and motivation
above, the data related to best practices toward the implementation of
literature pedagogy were obtained from semi-structured interviews. The
interview process involved 5 (five) students, while the transcription of
students’ statements was the only statement that could improve the deeper
analysis of the data. The following statements were related to the data
investigation:
Q: Do you think that literature can help in developing your English ability?
I2: Sure, literature is like treasure chests for
improving English. They don't just help us
learn new words; they also show us how
sentences are put together in the correct
form and how to write nicely for example
novels and short stories teach us how to
write simple or complex sentences in the
correct form. When we read, we naturally
pick up on how words fit together, which
helps us speak and understand better. Also,
literature introduces us to different cultures
and points of view, which helps us
understand how English is used in different
places. Plus, when we connect with
characters and their stories, it makes
learning English fun and easy to remember.
So, literature is super important for anyone
learning English!
I3: Certainly, literature greatly helps in
improving English skills. When we engage
with stories and poems, we encounter new
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words, phrases, and sentence structures in
real-life situations.
I4: By reading, studying, and talking about
literature, we not only get better at English
but also learn about different cultures and
ways of thinking. Also, literature teaches
you how to think critically. When we look
at characters and themes, we learn to
understand and judge information, which
helps us communicate more effectively in
English.
I5: Reading and writing stories and poems can
make us more creative. Whether it's poetry,
stories, or plays, literature lets us play with
words and ideas in many exciting ways.
literature is a fantastic tool for improving
English. It helps us learn new language
skills, think more critically, and become
more creative while also teaching us about
the world and ourselves.
The significance of literature in enhancing English proficiency cannot be
overstated. Students’ statement consistently demonstrates its multifaceted
benefits in language pedagogy. Firstly, literature facilitates vocabulary
expansion beyond rote memorization, fostering a deeper understanding of
word usage in context. Furthermore, literary texts serve as rich repositories of
grammatical structures and stylistic nuances, providing learners with
authentic examples for emulation. Studies highlight that exposure to diverse
literary works promotes cultural literacy, fostering empathy and intercultural
competence among language learners. Additionally, the emotional
engagement elicited by characters and narratives enhances retention and
motivation, rendering language acquisition a more enjoyable and memorable
experience. Consequently, literature emerges as a pivotal tool in effective
English language instruction, offering immersive experiences that transcend
traditional pedagogical approaches. This research underscores the value of
incorporating literature into language curricula to optimize English learning
outcomes. Moreover, to examine the deeper data toward the best practices of
literature pedagogy, here is what students state related to it:
How and when should the lecturers apply literature in the process of English
teaching?
I4: Lecturers can use poetry, stories, and novels
during English class to make learning fun and
easy. They can read to us or let us read
together. It's best to use literature when we
know enough words to understand the
poetry, story, or novel. Lecturers should pick
stories that are not too hard but still
interesting. Reading stories helps us learn new
words and grammar without feeling like we're
studying. So, using books in English class is
great for learning!
I1: Teachers should use literature in English
classes to help students learn better. They can
start using it early on to teach basic ideas
using interesting stories. As the course
continues, literature can help students
understand more, improve their language
skills, and learn about different cultures. By
discussing stories, doing activities in groups,
and writing about them, students can practice
using English actively. Also, reading different
types of books and authors can make students
think more critically and see things from
different angles. Overall, using literature
regularly in lessons can help students become
better at English and enjoy it more.
I2:The lecturer should use stories and poems in
English class to help students learn better. It's
important to pick the right time and way to
do this. When students start, it's good to give
them simple stories so they can understand
and learn about different ways of speaking.
Then, as they get better, they can read harder
things.
I3:Using literature like stories can help students
learn at different levels. In the beginning, easy
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stories can help them learn new words and
understand what they read. As they get better,
harder stories can make them think more and
learn new things about the language.
I5:I think, lecturers should choose stories that
students like and understand. This makes
learning more fun and interesting. Also,
stories can be used with other activities like
talking or writing. Teachers should use
different ways to teach, like talking in groups
or using pictures. This helps all students learn
better. By using stories in class, teachers can
help students learn English well and also
enjoy reading and writing more.
Innovative literature pedagogy enhances English learning by integrating
diverse literary forms like poetry, stories, and novels into classroom practice.
In line with the student's statement above, Jabeen & Sarifa, (2022); Viana &
Zyngier, (2020); Becker, (2020); Hussein et al., (2021) suggests that reading
aloud or collaboratively immerses learners in language-rich environments,
fostering engagement and comprehension. It's crucial to select texts
appropriate to students' proficiency levels, ensuring accessibility while
maintaining interest. This approach cultivates vocabulary acquisition and
grammatical awareness organically, minimizing the perception of tedious
study. Consequently, incorporating literature into English instruction not only
facilitates learning but also nurtures a lifelong appreciation for language and
literature.
In your opinion, does your lecturer apply literature in an interesting/engaging

way to develop your English ability?
I2: Yes, my lecturer uses books in a really
interesting way to help us learn English
better. We read different kinds of stories,
poems, and plays, which help us explore
language in many ways. We do fun things
like talking in groups, acting out stories,
and writing creatively, which makes

learning exciting. Also, the teacher chooses
books that match our level, so they're not
too hard but still make us think. This mix
of challenging and enjoyable activities
keeps us engaged and helps us remember
what we learn. Learning about the culture
and history in the stories also helps us
understand how English is used in different
situations. Overall, the teacher's way of
using books in English class helps us
improve our language skills and appreciate
literature more.
I3: My lecturer effectively uses literature to
improve our English. Students are engaged,
creating a great learning atmosphere.
Various literary pieces help develop
language skills, making learning fun and
enriching. Their use of literature not only
helps us understand better but also sparks a
love for exploring language. Overall, their
engaging approach to literature greatly
improves our English skills.
I5: Yes! My lecturer uses stories and poems in
a really interesting way to help us learn
English better. They make learning fun and
engaging by choosing stories that we like
and understand. Instead of just reading
from textbooks, they bring in different
books and materials that grab our
attention. This makes learning feel more
like an adventure than a chore.
I1: One thing my lecturer does well is timing.
They know when to introduce new stories
and poems, starting with simpler ones to
help us understand the basics and gradually
moving to more challenging texts as we
improve. This gradual progression keeps us
motivated and builds our confidence in
reading and understanding English
Wuntu et al.
literature. Moreover, my lecturer doesn't
just stop at reading. They encourage us to
discuss the stories, ask questions, and even
act out scenes. This interactive approach
not only helps us understand the material
better but also improves our speaking and
listening skills.
I4: Overall, I think my lecturer does a fantastic
job of using literature to develop our
English ability. Their creative and engaging
approach keeps us excited about learning
and helps us progress in our language skills.
I always look forward to our literature
lessons because I know I'll come out of
them with not just better English, but also
a deeper appreciation for storytelling and
literature.
The statement above indicates that integrating literature into English
pedagogy yields significant benefits for language development. Diverse
literary genres such as stories, poems, and plays offer multifaceted
opportunities for language exploration. Engaging activities like group
discussions, role-playing, and creative writing foster active participation and
enhance retention. Furthermore, selecting texts aligned with students'
proficiency levels ensures accessibility while promoting cognitive
engagement. This balance of challenge and enjoyment cultivates a conducive
learning environment, facilitating linguistic growth. Exploring cultural and
historical contexts within literature enhances understanding of language
usage in various settings, promoting cultural literacy and intercultural
competence. Consequently, the integration of literature into English
instruction not only improves language skills but also fosters a deeper
appreciation for literary works. This research underscores the efficacy of
literature pedagogy in nurturing holistic language proficiency and fostering a
lifelong love for literature.
5. Discussion
5.1 Students' preferences towards literature pedagogy for English
development
Literature pedagogy plays a crucial role in the development of English
language proficiency among students. Understanding students' preferences
towards literature pedagogy is essential for educators to design effective
teaching strategies that cater to diverse learning needs. Numerous studies
have explored this topic, shedding light on various factors influencing
students' preferences and their impact on English language development. One
significant aspect influencing students' preferences toward literature
pedagogy is the teaching approach adopted by educators. Research by Zhang
et al., (2021) suggests that students often exhibit a preference for interactive
and engaging teaching methods that encourage active participation and
critical thinking. Pedagogical approaches such as collaborative learning,
literature circles, and project-based learning are highly effective in enhancing
students' language skills while fostering a deeper appreciation for literature
(Namaziandost et al., 2020). These approaches not only facilitate language
acquisition but also promote cultural understanding and empathy through
exposure to diverse literary works.
Furthermore, the choice of literary texts can significantly influence
students' engagement and interest in literature pedagogy. Studies have shown
that students exhibit greater enthusiasm and motivation when studying texts
that resonate with their personal experiences, interests, and cultural
backgrounds (Vonkova et al., 2021). Therefore, educators should strive to
incorporate a diverse range of literary works that reflect the plurality of
students' identities and experiences. Additionally, incorporating multimedia
resources such as films, music, and digital platforms can further enhance
students' comprehension and appreciation of literary texts (Chon & Shin,
Wuntu et al.
2019; ChengChiang & Kent, 2020; Qiu et al., 2024; Vonkova et al., 2024).
By catering to students' diverse interests and preferences, educators can
create a supportive learning environment conducive to English language
development.
Moreover, the role of technology in literature pedagogy cannot be
overlooked. In the digital age, technology has become an integral part of
education, offering innovative tools and resources to enhance learning
experiences. Research by Chen et al., (2022) suggests that technology-
mediated approaches such as online discussions, virtual literature circles, and
interactive storytelling platforms can effectively engage students and promote
language acquisition. Additionally, digital resources provide opportunities for
differentiated instruction, allowing educators to accommodate varying
learning styles and preferences (Miwa et al., 2023). However, it is essential to
ensure equitable access to technology and provide adequate support to
students to maximize its benefits in literature pedagogy.
Furthermore, the socio-cultural context plays a significant role in shaping
students' preferences towards literature pedagogy. Research by Liu, (2022)
highlights the importance of incorporating students' cultural backgrounds and
experiences into the curriculum to foster a sense of belonging and relevance.
Culturally responsive pedagogy not only enhances students' engagement but
also promotes cross-cultural understanding and empathy (Wei, 2021).
Educators should strive to create inclusive learning environments that
validate students' identities and perspectives, thereby promoting active
participation and language development.
Additionally, the assessment practices employed in literature pedagogy
can influence students' preferences and learning outcomes. Research
(Abdulrahman & Basalama, 2019) emphasize the importance of formative
assessment strategies such as peer feedback, self-assessment, and
performance tasks in promoting student engagement and language

development. By providing timely and constructive feedback, educators can
scaffold students' learning and facilitate continuous improvement. Moreover,
authentic assessment tasks that reflect real-world contexts and purposes can
enhance students' motivation and relevance (Nguyen et al., 2020). By
aligning assessment practices with learning objectives and students'
preferences, educators can create meaningful learning experiences that
promote English language development. Students' preferences towards
literature pedagogy for English development are influenced by various
factors, including teaching approaches, choice of literary texts, technology
integration, socio-cultural context, and assessment practices. By
understanding these factors and their implications, educators can design
effective teaching strategies that cater to diverse learning needs and promote
English language proficiency. Moreover, fostering a supportive and inclusive
learning environment is essential for engaging students and fostering a
lifelong appreciation for literature and language. Further research in this area
is warranted to explore emerging trends and best practices in literature
pedagogy for English language development.
5.2 Students' motivation towards literature pedagogy for English
development
Motivation plays a pivotal role in students' engagement and success in
literature pedagogy for English development. Understanding the factors that
influence students' motivation can help educators design effective teaching
strategies that foster a passion for literature and language learning. Previous
studies have delved into various aspects of student motivation in literature
pedagogy, shedding light on the interplay between intrinsic and extrinsic
factors and their impact on English language development. One significant
aspect influencing students' motivation toward literature pedagogy is the
Wuntu et al.
relevance and authenticity of the learning experience. Research by Bagheri
Nevisi & Farhani, (2022) posit that intrinsic motivation, driven by a sense of
autonomy, competence, and relatedness, is crucial for sustained engagement
and deep learning. When students perceive literature pedagogy as meaningful
and personally relevant, they are more likely to be motivated to invest time
and effort in language development (Wei, 2022). Therefore, educators should
strive to incorporate texts and activities that resonate with students' interests,
experiences, and cultural backgrounds. By providing opportunities for self-
expression and exploration, educators can ignite students' intrinsic motivation
and cultivate a genuine appreciation for literature and language.
The role of extrinsic motivators such as rewards, recognition, and
assessment practices cannot be overlooked. While intrinsic motivation is
essential for long-term engagement, extrinsic motivators can serve as
catalysts for initiating and sustaining students' involvement in literature
pedagogy (Liu, 2022). Research by Wei, (2022) suggests that well-designed
rewards and incentives, such as praise, certificates, and opportunities for peer
recognition, can enhance students' motivation and performance in language
learning activities. Additionally, aligning assessment tasks with students'
interests and learning goals can promote a sense of purpose and mastery
orientation (Miwa et al., 2023). By providing clear expectations and
feedback, educators can empower students to take ownership of their learning
and strive for continuous improvement.
Moreover, the social dynamics within the classroom can significantly
influence students' motivation towards literature pedagogy. Research by
Vonkova et al., (2024) emphasizes the role of social learning and peer
influence in shaping students' beliefs and attitudes toward academic tasks.
Positive peer interactions, collaborative learning experiences, and supportive
classroom environments can foster a sense of belonging and engagement
among students (Ntoumanis, 2022). Therefore, educators should create

opportunities for meaningful peer interactions and cooperative learning
activities in literature pedagogy. By fostering a sense of community and
shared responsibility, educators can enhance students' motivation and
promote collaborative language development.
Additionally, the role of teacher enthusiasm and instructional practices in
influencing students' motivation cannot be overstated. Research by Taris,
(2023) highlights the importance of teacher enthusiasm, warmth, and clarity
in fostering student engagement and motivation. When educators
demonstrate passion and excitement for literature, they can inspire students
and create a positive learning environment conducive to language
development. Moreover, employing varied and interactive instructional
strategies such as discussions, role-plays, and multimedia presentations can
capture students' interest and cater to diverse learning styles (Vonkova et al.,
2021; (Çatalbaş & Solmaz, 2024; Prilutskaya, 2021; Bal & Info, 2021. By
adapting teaching methods to students' preferences and needs, educators can
enhance motivation and promote active participation in literature pedagogy.
Furthermore, the role of cultural relevance and diversity in literature
pedagogy cannot be understated. Research by Jabeen & Sarifa, (2022)
underscores the importance of incorporating diverse perspectives and voices
into the curriculum to promote equity and inclusion. When students see
themselves reflected in the texts they study, they are more likely to feel
valued and motivated to engage in learning (Bal & Info, 2021). Therefore,
educators should strive to select texts that represent a range of cultures,
experiences, and identities. By fostering a multicultural and inclusive
learning environment, educators can promote empathy, understanding, and
motivation among students. Students' motivation towards literature pedagogy
for English development is influenced by a myriad of factors, including
Wuntu et al.
intrinsic and extrinsic motivators, social dynamics, teacher practices, and
cultural relevance. By understanding these factors and their interplay,
educators can design effective teaching strategies that inspire passion for
literature and language learning. Moreover, fostering a supportive and
inclusive classroom environment is essential for cultivating motivation and
promoting student engagement. Further research in this area is warranted to
explore emerging trends and best practices in motivating students in literature
pedagogy for English language development.
5.3 Best practices toward literature pedagogy for English
development
Literature pedagogy plays a crucial role in the development of English
proficiency among learners. Through the strategic integration of literary
works into language teaching, educators can create engaging and effective
learning environments. Numerous studies have explored best practices in
literature pedagogy, highlighting various approaches and techniques that
facilitate English language development. Research suggests that choosing
diverse and culturally relevant literature enhances students' engagement and
comprehension. According to a study by Kaur et al., (2020), exposing
learners to a variety of literary genres and authors fosters a deeper
appreciation for language and literature. Additionally, incorporating texts that
reflect students' backgrounds and experiences can promote a sense of
belonging and relevance in the learning process.
Scaffolding techniques are essential in literature pedagogy to support
learners at different proficiency levels. By providing pre-reading activities,
guiding questions, and post-reading discussions, educators can scaffold
students' understanding and facilitate language acquisition (Jabeen & Sarifa,
2022). Research by Viana & Zyngier, (2020) emphasizes the importance of
scaffolding strategies in literature instruction, particularly for English
language learners (ELLs), as it helps them access and comprehend complex
texts while developing language skills. Another effective practice in literature

pedagogy is the integration of technology to enhance learning outcomes.
Digital tools such as interactive e-books, online discussions, and multimedia
resources offer opportunities for active engagement and personalized learning
experiences (Gallagher & Savage, 2023). Studies by Munna & Kalam, (2021)
highlight the benefits of integrating technology in literature instruction,
including increased motivation, comprehension, and language development
among students.
Moreover, fostering critical thinking skills is a fundamental goal of
literature pedagogy. By encouraging students to analyze, interpret, and
evaluate literary texts, educators promote higher-order thinking and
metacognitive awareness (Lim et al., 2022). Research by Kaur et al., (2020)
underscores the importance of teaching critical thinking skills in literature
education, as it enhances students' ability to comprehend complex texts,
engage in meaningful discussions, and express their ideas effectively in
English. In addition to cognitive development, literature pedagogy also
promotes socio-emotional learning and empathy. Through the exploration of
diverse characters and narratives, students gain insight into different
perspectives and cultures, fostering empathy and intercultural understanding
(Jabeen & Sarifa, 2022). Studies by Viana & Zyngier, (2020) highlight the
role of literature in promoting empathy and social awareness among learners,
contributing to their holistic development as proficient English speakers.
Furthermore, integrating creative writing activities into literature
pedagogy enhances language production and expression. By encouraging
students to write their own stories, poems, or reflections inspired by literary
texts, educators stimulate language use and creativity (Islam, 2021). Research
by Çatalbaş & Solmaz, (2024) suggests that incorporating creative writing
tasks in literature instruction promotes language fluency, vocabulary
Wuntu et al.
expansion, and grammatical accuracy among learners. Fostering a supportive
and inclusive classroom environment is essential for effective literature
pedagogy. Creating opportunities for collaborative learning, peer feedback,
and student-centered discussions promotes active participation and mutual
respect among learners (Viana & Zyngier, 2020). According to Vygotsky's
socio-cultural theory (cited in Kaur et al., 2020), learning occurs within social
contexts, and interactions with peers and educators play a vital role in
language development. Best practices in literature pedagogy for English
development encompass a holistic approach that integrates diverse texts,
scaffolding techniques, technology, critical thinking skills, socio-emotional
learning, creative writing activities, and inclusive classroom practices. By
implementing these strategies, educators can create enriching and effective
learning experiences that foster English proficiency, critical literacy, and
socio-cultural awareness among learners.
6. Conclusion
The study illuminated the strong preference for literature pedagogy
among students. This preference underscores the inherent appeal of using
literary texts as a means to engage learners and facilitate language
acquisition. The diversity of genres and themes inherent in literature caters to
varied interests and learning styles, making it a versatile tool in the language
classroom. Moreover, the positive attitudes towards literature pedagogy
suggest that students perceive it as an effective and enjoyable approach to
language learning. The correlation between literature pedagogy and student
motivation emerged as a central theme in the research. The findings revealed
a significant relationship between the two, with literature pedagogy being
identified as a motivating factor for students. This finding aligns with
existing research indicating that meaningful and authentic content, such as
literary texts, can enhance learner motivation by fostering intrinsic interest
and engagement. The study thus highlights the importance of incorporating

literature pedagogy into English language teaching practices to sustain and
enhance student motivation over time.
Furthermore, the identification of best practices for the implementation of
literature pedagogy offers practical insights for educators. By understanding
what approaches are most effective in engaging students and promoting
language development, teachers can tailor their instruction to optimize
learning outcomes. Strategies such as interactive discussions, creative
assignments, and interdisciplinary connections emerged as effective methods
for leveraging literature in the language classroom. These findings provide
valuable guidance for educators seeking to integrate literature pedagogy into
their teaching repertoire. Beyond its immediate implications for classroom
practice, the study contributes to broader discussions within the field of
language education.
Looking ahead, several avenues for future research emerge from this
study. Firstly, further exploration of the specific mechanisms through which
literature pedagogy influences language learning outcomes would provide
deeper insights into its efficacy. Additionally, longitudinal studies tracking
students' language proficiency and attitudes toward literature pedagogy over
time could offer valuable data on its long-term impact. The investigation into
literature pedagogy for English development has highlighted its potential to
foster student engagement, motivation, and language proficiency. By
recognizing and harnessing the power of literature in the language classroom,
educators can create dynamic learning environments that inspire and
empower students to become proficient and passionate language users.
Ultimately, literature pedagogy represents not only a means to teach English
but also a pathway to cultivate critical thinking, cultural awareness, and a
lifelong love for literature and learning.
Wuntu et al.
Conflict of interests
The authors declare that they have no conflict of interest.
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Please cite this paper as follows:

practices further underscores the efficacy of literature pedagogy in fostering

Moreover, identifying and implementing best practices in literature

Intrinsic motivation is driven by internal factors and is derived from the

semi-structured interview were coded (I1-I5), this was an easier alternative

from (Hussein et al., 2021). Comprising 25 meticulously crafted questions,

Needs and Interest of 75 25 0 0

Table 1 provides a comprehensive overview of students' preferences

their English classrooms. This resounding affirmation underscores a

In your opinion, does your lecturer apply literature in an interesting/engaging

and writing creatively, which makes

performance tasks in promoting student engagement and language

among students (Ntoumanis, 2022). Therefore, educators should create

texts while developing language skills. Another effective practice in literature

and engagement. The study thus highlights the importance of incorporating

Wei, Y. (2021). Enhancing Teacher–Student Interaction and Students’

2024 by the authors. Licensee Journal of

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