Literature Pedagogy for English Development: Investigating Preferences, Motivation and Best Practices Toward the Implementation

This study delves into the effectiveness of literature pedagogy in fostering English language development, with a particular focus on investigating students' preferences, motivations, and perceptions of best practices for its implementation. Through a mixed-methods approach, through a questionnaire and semi-structured interview, the study identifies a strong preference, motivation, and the identification of best practices among students for the presence of literature pedagogy, reflecting a widespread recognition of its importance in language learning. Through meticulous data analysis, several key findings emerge. Firstly, students’ preferences were positive toward literature pedagogy implementation. Furthermore, the R-value of 0.680 highlights a substantial correlation between literature pedagogy and student motivation. Moreover, the R2 value of 0.440, alongside the F value of 166.333 (Sig = 0.000), underscores the robustness of this relationship. As literature encompasses diverse genres and themes, it captivates students' attention, kindles their interest, and enhances their knowledge acquisition during the learning process. In addition, the positive response towards best practices further underscores the efficacy of literature pedagogy in fostering student engagement and enthusiasm for English education. By recognizing the transformative potential of literature pedagogy, educators can leverage its multifaceted benefits to cultivate a dynamic and motivating learning environment conducive to students' academic growth and development.

Literature Pedagogy for English Development: Investigating Preferences, Motivation and Best Practices Toward the Implementation Keywords:

Literature Pedagogy , English Development , Preferences , Motivation