Assessing the "Literature in Action" Component: Challenges and Preferences Among Secondary School ESL Learners

Abstract

The implementation of the Literature in Action (LiA) component within Malaysian secondary education is purposefully done to promote a holistic language learning. However, there still exists structural classroom challenges among the students. This study aims to investigate the operational realities and challenges, and the pedagogical preferences of secondary school ESL learners. Utilizing a mixed-method design, quantitative survey data (N = 10) and qualitative semi-instructed interview were employed to gather insights from Form Three learners across varied proficiency levels. The findings revealed the exact split in regards to learners’ difficulties, in which half of the students struggled with the literature component due to vocabulary deficit and unclear teacher instructions. Furthermore, it is also revealed that the students prefer linear literary texts compared to dense poetry or short story formats. A notable gap also exists between the current classroom teaching methods and the desired ones where students favored visual tools and reading comprehension tasks to be included in the literature classroom. Ultimately, integrating authentic learners’ preferences in the curriculum is essential to transform literature components into an engaging L2 acquisition process.