Students' Perceptions of the Benefits and Challenges of Learning English Language through Literature

Abstract

Although many English language teachers are interested in integrating literary texts into language instruction, this approach poses several challenges. Nevertheless, students’ perceptions of the potential benefits and difficulties of engaging with different English literary genres in the classroom have not yet been thoroughly investigated. By employing a qualitative survey research design, this research aims to address this gap by exploring the perceived advantages and difficulties of reading literary genres encountered by a group of 40 students enrolled in a higher English diploma programme in Sri Lanka. The students perceived literary genres as valuable contributors to their English language development. According to their perceptions, novels were particularly effective in enhancing reading skills and vocabulary, with additional benefits for writing, grammar, and speaking. Poems and short stories supported improvements in both reading skills and vocabulary, while dramas were most effective in vocabulary enhancement. However, many students found novels challenging, and a few also reported difficulties with reading short stories. The students’ perceptions of poetry were mixed, with some finding it difficult and others appreciating its narrative structure and accessibility. These findings highlight the importance of selecting English literary texts that correspond to students’ interests and language proficiency levels. Teachers should carefully select literary texts that match students’ proficiency levels and interests to maximize engagement and learning outcomes. Incorporating a variety of genres and using interactive teaching methods, such as discussions, presentations, and group activities, can help address challenges, enhance language skills across reading, writing, vocabulary, and speaking, and foster positive attitudes toward literature.