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Learners’ views of literature in EFL education from curricular and assessment perspectives
Author(s) -
Tsang Art,
Paran Amos
Publication year - 2021
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1002/curj.102
Subject(s) - curriculum , english as a foreign language , ambivalence , psychology , foreign language , pedagogy , qualitative research , perception , mathematics education , likert scale , scale (ratio) , sociology , developmental psychology , geography , social psychology , social science , cartography , neuroscience
Abstract Literature has been gaining growing attention in second language (L2)/foreign language (FL) education globally. In a number of places such as Hong Kong, literature has recently been given greater emphasis in the L2/FL curricula. This article reports part of a large‐scale study examining learners’ views of two English‐as‐a‐foreign‐language (EFL) modules on literary genres recently incorporated in the EFL curriculum, namely short stories (ShS) and poems and songs (P&S), from curricular and assessment perspectives. A total of 1190 secondary school students in Hong Kong completed a questionnaire, yielding quantitative and qualitative data; the 2347 comments collected explained their perceptions from multiple angles. Overall, the participants held positive views of the ShS module being incorporated into the curriculum, but only neutral views of the P&S module. When considering assessment, the respondents demonstrated ambivalence towards the modules; they were mostly against these genres being examined and if unexamined, they were generally not interested in studying them.