Effectiveness of Literature –Based Teaching on Reading Comprehension and Writing Skills in Intermediate English Learners

Abstract

This research study investigates the effectiveness of literature-based teaching on the reading comprehension and writing skills of intermediate English learners. The research adopts a quasi-experimental design to measure the impact of incorporating literature into the curriculum. The population targeted includes intermediate-level English learners from various educational institutions. A sample of 120 students of intermediate, selected through stratified random sampling, ensures representation across different proficiency levels and socio-economic backgrounds. Participants were divided into a control group, which received traditional instruction, and an experimental group, which engaged with a curriculum enriched by literary texts such as novels, short stories, and poems. The intervention spanned 12 weeks, during which both qualitative and quantitative data were collected. Pre- and post-tests assessed reading comprehension and writing proficiency, while surveys and interviews provided insights into students' attitudes and perceptions towards literature-based learning. The findings reveal a significant improvement in the experimental group's reading comprehension and writing skills compared to the control group. The study concludes that literature-based teaching is an effective strategy for enhancing these critical language skills in intermediate English learners. The implications for curriculum design and instructional practices are discussed, recommending a more prominent inclusion of literary texts in English language teaching.