Investigating Language Learners’ Attitudes towards Literary Texts in Language Classes

English Abstract

Literature holds a special place in foreign language teaching as a tool for transmitting culture and language. With the emergence of communicative approaches, the focus on authentic and real texts has increased. However, the use of literary texts in language classes is accompanied by challenges such as vocabulary difficulty and structural complexity, which can affect learners’ attitudes. Learners’ attitudes, as a key psychological variable, determine the success or failure of the learning process. This study was conducted to assess the extent of learners’ attitudes towards literary texts and to examine the differences in these attitudes based on gender and literary genre.The research method was descriptive-survey and applied in terms of purpose. The statistical population included all intermediate-level language learners in language institutes in Tehran, from whom 60 individuals (30 males and 30 females) were selected using convenience sampling. The data collection instrument was a researcher-made questionnaire consisting of 20 items across three dimensions: story, poetry, and drama, whose validity and reliability (Cronbach’s alpha = 0.82) were confirmed. Data were analyzed using SPSS software through descriptive statistics (mean and standard deviation) and an independent t-test at a significance level of 0.05.The findings showed that the mean score of learners’ overall attitude (3.65) was above the neutral level, indicating general acceptance of literary texts. In examining genres, short stories obtained the highest score with a mean of 4.10, while poetry obtained the lowest score with a mean of 2.95. Learners found stories useful for learning vocabulary in context but evaluated poetry as difficult due to semantic ambiguity. Furthermore, the results of the t-test indicated a significant difference between the attitudes of females (mean = 3.85) and males (mean = 3.45), with females showing a more positive attitude.The results of this study suggest that literature can enhance learners’ motivation, provided it is selected carefully. Short stories are suggested as a safe entry point, whereas poetry requires gradual teaching and simplification. Additionally, paying attention to gender differences in selecting literary topics can help increase classroom participation. This study recommends that teachers and textbook designers incorporate literature as an effective tool in the educational syllabus by understanding learners’ attitudes.