Tsang, Wai Chung (Art); (2018) Implementing the teaching of literary texts in EFL classrooms in Hong Kong: The views of students and teachers. Doctoral thesis (Ph.D), UCL (University College London).

Abstract

Against the backdrop of the gaining popularity of literature in foreign language education and the dearth of empirical studies to date, the present large-scale study investigated learners’ (n = 1190) views of literature and the implementation of literature in classrooms. Capitalizing on the new senior secondary curriculum in Hong Kong, in which literature was accorded an unprecedented position as of 2009, the study examined learners’ and teachers’ views as well as the actual incorporation of two literature modules, namely short stories and poems and songs, in the English as a foreign language (EFL) classroom. The research instruments in this mixed-methods study comprised paper-and-pencil questionnaires, lesson observations, and post-observation interviews (the latter two combined within six cases). Through multi-faceted comparisons of the two literature areas, the findings revealed that learners have an overall neutral to positive perception of both literary genres. However, short stories are viewed more positively than poems and songs in a multitude of aspects. Comparisons were also made between these literary genres and lessons on these genres, and between these literature lessons and other English lessons; a large number of differences were found. A spectrum of teachers’ views (positive, negative, ambivalent, and indifferent) towards literature and the place of literature in foreign language education were also unveiled in the case studies. Through triangulating findings from various instruments, I identified a number of competing forces, including washback, school syllabi, teachers’ attitudes, and teachers’ perception of learners’ interest, which ultimately influence how literature is realized in the classroom. Washback seems to be such an influential factor that curricular documents except assessment-related ones are largely ignored when implementing these modules. Various discrepancies among teachers’ belief and intentions, students’ views, and my observations were also identified. This thesis culminates with a delineation of these findings and offers some pedagogical implications for stakeholders concerned.

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