REVISITING THE ROLE OF LITERATURE IN EFL INSTRUCTION: A CASE FOR LINGUISTIC AND AFFECTIVE DEVELOPMENT
Keywords:
literature in ELT, affective learning, EFL pedagogy, emotional intelligenceAbstract
This study revisits the role of literature in English as a Foreign Language (EFL) instruction and examines its impact on students’ linguistic and affective development. The main objective is to explore how literary texts—particularly short stories and poetry—can be used as pedagogical tools that support vocabulary acquisition, syntactic awareness, and also cultivate empathy, emotional intelligence, and cultural sensitivity. Using a descriptive-conceptual approach, this research synthesizes findings from key academic literature and reflective teaching practices. It assesses the dual impact of integrating literary texts into EFL classrooms: both linguistic enrichment and affective engagement. The analysis reveals that literature remains an underutilized yet powerful medium for fostering holistic language education. Moreover, the study critiques the limitations of purely skills-based or communicative language teaching methodologies that often neglect learners’ emotional and personal development. In conclusion, the study calls for a renewed emphasis on literary content in EFL pedagogy and advocates for its integration into mainstream English language curricula. The findings contribute to ongoing discussions on humanizing language education and reaffirm the educational value of literature as a resource for both cognitive and affective learning.
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