Abstract:
This research aimed at assessing the factors that affect the use of literary texts in teaching reading: the case of grade 11 at Hirna Preparatory School. In order to arrive at this goal, 3 teachers and 38 students were selected as sample population. Besides, mixed research design was chosen and employed in this study. Hence, qualitative and quantitative data were collected through four data gathering tools namely, textbook evaluation, classroom observation, interview and questionnaire and analyzed qualitatively and quantitatively. The qualitative data were analyzed and discussed verbally while quantitative data were analyzed using statistical figures by help of SPSS software. The results obtained by both qualitative and quantitative analysis were triangulated to attain validity and reliability. According to the finding of this study, the use of literary texts has gained prominent place in the recent Ethiopian English language curriculum. Besides, the study found out three major factors relating to textbook, methodological (teachers) and students that affected the literature uses for intended goal. According to the finding, the textbook related factors include an uneven distribution of literary genres, poems lack of poetic quality familiar to students and absence of integration of reading activities with other skills while the methodological or teachers related factors are teachers’ lack of commitment and confidence in using literary texts, and pursuing only students interest. The student related factors include students’ negative attitude towards the use of literary texts, poor literature reading experiences, and lack of awareness about value of literature reading in their English language improvement.
