Use of literature, resources and innovative methodologies in the English classroom

  1. Lorena Torrano-Guillamón 1
  2. Antonia Cascales-Martínez 1
  3. Mª Encarnación Carillo-García 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Journal:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Year of publication: 2019

Issue: 32

Pages: 53-70

Type: Article

DOI: 10.30827/PL.V0I32.13699 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Sustainable development goals

Abstract

This research is aimed at analysing English teachers’ perception, use and level of professional development regarding literature, resources and innovative methodologies in the classroom. The type of quantitative investigation method used had a descriptive-comparative nature, where 70 secondary teachers, that taught English as a foreign language, answered a questionnaire created ad hoc. The results show that teachers consider literature as a great resource for the development of basic competences; nevertheless, most of them do not use it to a great extent and, when they do, it is through reading tasks of textbooks and graded books. We conclude that literature texts are perceived as too difficult, probably because teachers may not know how to select the best-suited works in terms of cognition and interest. As educational implications, we propose for EFL teachers to acquire, during their initial education, the pertinent knowledge about literary works, tasks, ICTs and audiovisual materials for the teaching of English, and how to assess these contents. It is interesting, to point out the limitations of the study, related to the compilation of the best literature works for the English teaching, in order to plan future lines of investigation.

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