Pre-Service ELT Teachers and the Integration of Literature in English Language Teaching: Perceptions and Challenges

Abstract

This study aimed to examine pre-service English language (ELT) teachers’ perceptions and experiences regarding the integration of literature in English language teaching, as well as to investigate the potential impact of a one-semester English Literature-II course on their views. Data were collected from 78 pre-service ELT teachers at a state university in Türkiye through pre- and post-course semi-structured interviews, focusing on their views about the pedagogical benefits and challenges of using literary texts in language classrooms. The data were analyzed using descriptive content analysis, and findings were coded with reference to relevant literature. The results revealed that, although participants held some negative perceptions regarding literature, they recognized its significant value as a tool for enhancing vocabulary, language skills, cultural competence, and instructional material design. Nonetheless, challenges such as learners’ limited language proficiency, lack of motivation, and unfamiliarity with complex grammatical structures were identified as potential barriers to effective implementation. The study underscores the pivotal role of teacher education programs in cultivating reflective, culturally responsive, and methodologically competent educators who can leverage literature to foster linguistic development, cultural understanding, and critical thinking. These findings have important implications for curriculum design, instructional planning, and professional development in language teacher education.