An Assessment Of Grades 9 And 10 English Language Teachers’ Motivation Inusing literary Texts In English Language Classrooms:

Abstract

The purpose of this research is to assess extent to which English language teachers are motivated in using literary texts in English language classes at Shenen Secondary School. The study particularly, tried to find out teachers’ motivation and belief in the value of literary texts in language teaching and learning, examine the extent to which teachers practically use different literary texts for English language teaching purpose in EFL classes and identify the major difficulties that might hamper teachers’ use of literary texts teaching in EFL classes. To this end, the study employed descriptive survey method, which involves both quantitative and qualitative methods. Accordingly, Shenen Secondary School was selected through availability sampling. Then, 12 English teachers from both grade 9 and 10 were selected purposefully for the interview, for the questionnaire and for classroom observation. In addition, data were collected from 96 randomly chosen students through questionnaire. Thus, descriptive statistics using frequencies and percentages were employed in analyzing the quantitative data and the qualitative data were analyzed qualitatively. The results of the study reveal that the teachers were not capable enough on the knowledge and the theoretical orientations of using literary texts in EFL classes. In addition, it was found that the teachers lacked practical skills on the implementation of different types of literary texts in EFL classes according to their suitability. Furthermore, the study revealed that they rarely practiced using literary texts in EFL classes during literary texts instruction. Thus, the study indicated that the English teachers didn’t give due attention for the role of literary texts in teaching and learning language as a result of the difficulties they encounter during literary texts instruction in EFL classes. Finally, summary, conclusions and recommendations were drawn based on the findings. Finally, based on the findings, the researcher recommended that creating meaningful literary texts teaching opportunities through English language teaching should be practiced widely in the school.