Using Novels in the Language Classroom

Mary ., Akkarapon Nuemaihom, Kampeeraphab Intanoo


The first goal of this quantitative and qualitative study was 1) to look at students' perceptions of reading novels in EFL classes, 2) to learn what teachers think about the benefits of teaching novels in language classes, 3) to determine whether reading novels may inspire students, broaden their cultural awareness, and increase their language proficiency, and 4) to pinpoint potential difficulties that students might encounter while studying novels. The samples included 24 English professors who are currently teaching novels at chosen universities in Myanmar, together with 71 third- to fourth-year English specialized students. They were chosen using the purposive sampling technique. The data were gathered via a questionnaire and semi-structured interviews with a few teachers. Percentage, mean, and standard deviation statistics were used to assess the quantitative data. The results indicated that students' opinions toward reading novels in EFL lessons were favorable. The teachers' conversation showed several difficulties and benefits of using novels. The results have instructional value for EFL instruction since they show how well-received a novel was in an EFL class, the benefits it offered, and the difficulties it presented with reading.

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World Journal of English Language
ISSN 1925-0703(Print)  ISSN 1925-0711(Online)

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