IMPROVING STUDENTS’ LANGUAGE PROFICIENCY VIA LITERATURE IN THE EFL CLASSROOM
Article Sidebar
Main Article Content
Abstract
English is the language of the world, which has existed until the most ancient times to this day, called the most controversial. And this case has its flaws that are suitable for every person, for every level of conditions. English in any view is multifaceted and crucial. It serves as a global lingua, enabling communication and collaboration across borders. Additionally, it provides access to a wealth of information and resources, as much of the world's knowledge is available in English. English proficiency also enhances opportunities for higher education, employment, and participation in the global economy. Moreover, it fosters critical thinking, creativity, and cultural exchange, preparing students for success in an interconnected world.
Article Details
References
Agustín Llach, M. P. (2017). Teaching Language Through Literature: The Waste Land in the ESL Classroom. Odisea (Almería, Spain)(8), 7-17. https://doi.org/10.25115/odisea.v0i8.90
Andersson, A., & Grönlund, Å. (2009). A conceptual framework for e‐learning in developing countries: A critical review of research challenges. The electronic Journal of information systems in developing Countries, 38(1), 1-16.
Krashen, S. The input hypothesis: issue and implications. - Englewood: Laredo publishing, 2013. - 120 p.
Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press
Rogers, R. H. (2016). Using lenses to make sense of research: A review of Sharon M. Ravitch and Matthew Riggan's reason & rigor: How conceptual frameworks guide research. The Qualitative Report, 21(9), 1708.