Abstract:
The purpose of this study was to assess teachers’ and students’ perceptions towards the use of literary texts in improving students’ language use: the case of three preparatory schools at Kallu Woreda in South Wollo Zone. To achieve the objective of the study descriptive survey design was used with mixed approach including quantitative and qualitative. Questionnaire, classroom observation and interview were used to collect data for the study. The questionnaire for the students was designed to find out their views on the use of literature to improve their language skills. Hence, 52 students were selected randomly from the 6 classes of grade 11 for the closed and open-ended questions in which they were expected to give response in English language. Interview was employed for the three English language teachers to assess their perceptions towards the use of literary works to develop students’ language skills and other language areas. Classroom observation was also conducted to examine the practical challenges that teachers and students encounter while dealing with literary texts in the lesson/class. As a result, triangulation was involved using the data obtained from the three instruments. Hence, this research revealed that most of the literary texts lack enough literary text based exercises to equip students to exploit the various linguistic structure and registers for enhancing their language use. In principle, teachers and most of the students perceive literary text as useful in terms of motivating and language development. In most cases the students were reluctant to study literary texts as they had not included grammar and related activities. Language skills and language areas were not incorporated well in the majority of the literary text based activities. In the case of literary texts which had well developed tasks, the students and teachers views were quite positive about using them. However, there were challenges too. Most of the time students preferred to learn grammar, vocabulary, and mechanics of language rather than studying the literary texts. Based on the above mentioned findings, textbook writers need to consider an in-depth supervision of literary texts
