Approaches and Benefits of Teaching English through Literature Curriculum at Myanmar Universities: Insights from Stakeholders

Abstract

The curriculum serves as a fundamental bridge between teachers and students, fostering an effective learning environment. This qualitative research investigates the pedagogical approaches employed by English literature teachers and evaluates the perceived benefits of using an English literature curriculum in EFL classrooms of Myanmar. The study involved 27 English literature teachers, six government officials, and three local business leaders through interviews, classroom observations, and focus group discussions. Four primary teaching approaches were identified: Paraphrastic, Information-Based, Language-Based, and Integrated Approaches. These methodologies are specifically designed to meet the diverse needs of students, thereby enriching their educational experiences. The research employed purposive sampling to select participants and conducted thematic analysis on the collected data through content and document analysis. The findings underscore the significance of integrating various literature genres, such as prose fiction, short stories, novels, poetry, and drama, into language education. This integration not only enhances language proficiency but also fosters critical thinking and cultural awareness among students. The study highlights the importance of a multifaceted approach to teaching literature, which can cater to different learning styles and preferences. To advance research in EFL education and pedagogy, future studies should focus on investigating specific pedagogical approaches, assessing the impact of digital technologies, and conducting longitudinal studies to deepen the understanding of literature’s role in language learning. The insights from this study provide valuable implications for curriculum developers, educators, and policymakers in enhancing the effectiveness of literature-based language education.