Students’ Perception of the Effectiveness of Literature-in-English for

Enhancing Reading Comprehension and Critical Thinking Skills

Foluke Fatimayin, Ph.D.
Department of Arts and Social Sciences Education, Faculty of Education, National Open University of Nigeria, Abuja
*Corresponding author: e-mail: ffatimayin@noun.edu.ng

ABSTRACT
Drawing on the numerous acclaimed benefits of literature-in-English on language learning, this study seeks to determine
whether the teaching and learning of Literature-in-English can enhance students’ reading comprehension and critical thinking
skills. It would also ascertain the reasons for the decline in students’ enrolment. The study used the survey research method
and the sample was made up of 100 purposively selected senior secondary class two literature students drawn from four
randomly selected public secondary schools in Kurudu and Jikwoyi axis of Abuja. The instrument used for data collection was
a researcher-designed questionnaire with 20 items adapted from Jie, Yuhong and Yuan (2014). The research questions were
analysed using frequency count, percentages, mean and standard deviation. Findings indicated that respondents perceive the
dislike for reading, high cost of books, teaching methods and difficult/unfamiliar words as factors responsible for the decline
in literature enrolment. Findings also showed that all the respondents believe that literature can enhance their reading
comprehension and critical thinking skills. Based on these findings, it was recommended that Literature should be made
compulsory for all students. Training and retraining, workshop and seminars should be arranged for teachers to expose them
to creative methods for teaching English and literature. Teachers should use effective, creative learner centred methods to get
students interested and motivated to study literature and Government should provide needed texts in quantities large enough
for students’ use. These can be placed in the school libraries.
Keywords: Effectiveness, Enhancing, reading comprehension, critical thinking skills, perception.

Introduction

Language learning and proficiency requires that one that the significance of literature in promoting learners’
acquires the four language skills of listening, speaking, language proficiency is beyond doubt as literature brings
reading and writing and language sub-skills of vocabulary, knowledge to them and gives them problem solving
reading comprehension, summary writing and literature experiences. It makes students learn about their creativity
components. Literature has been seen as providing material and imagination, interacting with the text themselves and
for acquiring the language skills and the culture of that playing different roles.
language, facilitating comprehension and the ability to Let us take a look at the objectives of teaching literature as
think critically. Reading and comprehending what is read, spelt out by the Nigerian Educational Research and
is considered one of the most important skills needed in the Development Council (NERDC, 2008). These are to: -
English as second language (ESL) context. To help broaden the cultural horizon of students through literary
students develop critical reading ability is a major goal in texts that vary in perspectives but are universal in
reading instruction. This, literature can provide for application; expose students to healthy human values and
learners. In addition, Keshavarzi (2012) opines that the use attributes; expose students to the beauty and potentials of
or study of literature encourages more thoughtful and language and more. These objectives are hinged on the
purposeful language learning because learners are not only acclaimed benefits of studying literature. In spite of all
exposed to the real use of language, they also become known benefits of studying literature, students’ enrolment
critical thinkers. is on the decline. The reasons for the decline are many.
The study of literature especially in an ESL has many Amongst them is the misguided notion that only science
benefits. First, literature is a good source of accurate subjects can produce analytical and sound minds. There is
diction, diverse sentence patterns and passionate narratives therefore, the need to reinvent students’ interest in
(Ghosn, 2002). Based on this, Keshavarzi (2012) submits literature to enable them tap from its many benefits one of

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which is the promotion of reflective critical thinking in unmotivated learners who detest reading too many and
learners. Through literature, students may feel a greater different set of books by the different examination bodies
sense of shared responsibility towards events globally. For (Ogunnaike, 2002: Fatimayin & Lawal, 2010). As a
example, when students read about a bombing of trains in remedy, Onukaogu (2002) proposes the study of literature
Nigeria or war in a neighboring country, they may be to make learners more reflective, critical, strategic and
concerned about the loss of lives. Literature can also enable purposeful readers.
them think deeply about not just the stories they read, but Literature is of immense benefit to language development.
ask essential questions about what it means to be human Ghosn (2002), argues that literature is a good source of
being, be tolerant with and how to relate with others (Loh, accurate diction, diverse sentence patterns and passionate
2014). narratives while Langer (1997, p.607) opines that literature
Reading comprehension is a complex cognitive ability helps students to question and explore the world around
requiring the capacity to integrate text information with the them and opens “horizons of possibility”. In a related
prior knowledge of the reader resulting in the elaboration manner, Stefanova, Bobkina & Perez (2017), submit that
of mental representation. Reading comprehension is a skill literature can develop the skills students need to understand
every student need for academic and career pursuits. hidden meanings, reconstruct images from details, separate
Effiom, Timothy & Okon (2018) opine that one who reads facts from opinions and apply what they have learnt to
without understanding is on a futile journey leading to a other aspects of their daily life. Lawal (2019) submits that
dead end. However, many students according researchers Literature has the following characteristics and have the
such as Adeniji and Omale (2010) are of the opinion that potentials for not only imitating our world in all its
students’ difficulties in reading comprehension are due to imperfections, but also recreating it by artistically exposing
the ineffective pedagogical approaches applied by the drawbacks and attempting to perfect the imperfections.
teachers. Apart from ineffective teaching approaches, the In a related manner, Ryan & Ryan (n.d.) submit that
study of literature is not seen to be beneficial to language literature reflects the society, human condition, ideology
learners. and also changes ideology while making learners think. It
Literature in the ESL class is important. A study by can be used to develop learner’s capacity for
Granath (2017) submits that teachers viewed the role of discrimination, judgment and decision making.
literature as a way of enhancing students’ social and Keshavarzi (2012) also believe that literature is significant
cultural awareness and language proficiency. He, however in promoting English learners’ knowledge and second -
stated further that the biggest constraint perceived by the hand problem solving experiences. Going on, he argues
teachers to effective teaching and learning of literature that literature helps students to go beyond the surface
were unmotivated and uninterested students. Numerous meaning and provides learners with opportunities to
works on the use of literary texts in the ESL classroom effectively use words in different contexts as it allows them
highlight its importance as a means of enhancing critical verbalise their thoughts and develop higher levels of
thinking and creativity among language learners (Ghosn, thinking skills. To him, literary texts are good means of
2002). Alamroni (2019) submits that despite literature creating avenues for learners to go through reflective
being seen as providing rich linguistic input for language thinking to see why things are the way they see them or
learners, the expected level of a better English language why things are different from their expectations enabling
performance is still difficult to attain due to the old them to perceive and better understand the situation.
methods employed in teaching as well as teachers’ Critical thinking is a complex process and entails higher
fundamental lack of experience and knowledge. To him, order thinking. A critical thinker is one that is able to solve
most teachers use whatever method they have at their problems, make decisions, evaluate information and
disposal not minding that literature should be related as formulate inferences. It the ability to use one’s mind to
much as possible to real life experiences. Lawal (2019) achieve desired goals. Critical thinking implies that the
decried the way literature is being taught in the secondary reader is actively and constructively engaged in the process
schools by saying that learners are reduced to robots who of reading (Temple, 2005). It is one of the skills learners
are forced to swallow and later regurgitate ill-digested need to acquire to achieve learner autonomy because
literary terms and techniques. In addition, in most cases through reading, we are often governed by one prejudice or
many schools do not have enough qualified teachers other. But through a clear and rational use of language, one
resulting in haphazard teaching, uninterested and can be freed (Ikonta,2019). There are numerous works on

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the use of literary texts in ESL/EFL classroom which In spite of the many acclaimed benefits of literature-in-
highlight its importance as a means of enhancing critical English, students’ enrolment is on the decline as many
thinking and creativity among language learners students are losing interest in the subject. Such benefits
(Ghosn,2002: Bobkina and Stefanova, 2016). include providing learners opportunities to extend their
For Facione (2007), a close reading of literary texts language proficiency, communicative competence as well
involves critical thinking processes of analysis, synthesis, as engage them in collaborative construction of meaning
argumentation, interpretation, evaluation, problem solving (Ikonta, 2019). Studies have also indicated that secondary
and reasoning among others. Critical thinking, Cottrell school students are deficient readers because they lack
(2011) submits, involves identifying other people’s critical thinking and comprehension skills which hinder
positions, arguments and conclusions: evaluating the them from being strategic and purposeful in reading. The
evidence for alternative point of view, weighing up causes of these shortcomings have been attributed to a
opposing argument and evidence fairly, being able to read number of factors some of which are the method of
between the lines, seeing behind surfaces and identifying teaching English language and literature and other
false or unfair assumptions, recognizing techniques used to pedagogical factors which have made Literature
make certain position more appealing than others: uninteresting to students. Lawal (2019) state that at the
reflecting on issues in a structured way, bringing logic and secondary school level literature class, learners have been
insight to bear and drawing conclusion. Therefore, reduced to robots as a result of the methods used by
incorporating critical thinking in reading is important as it teachers which made learners unable to comprehend
assists students to achieve the goal of reading which is materials, unable to be critical thinkers who can make
comprehension (Carr,1988). informed unbiased judgment. This study is therefore, an
Supporting the acquisition of critical thinking skill, Flynn attempt to find out the perception of students about the
(1989, p.664) state that to develop students’ critical effectiveness of literature for enhancing reading
thinking ability is a major goal in reading instruction and comprehension and critical thinking skills.
teachers need to “present students with opportunities to
analyse, synthesize and evaluate ideas through cooperative Methodology
problem solving”. Furthermore, Brown (2004, 25) submit This study adopted the descriptive survey research design.
that the objectives in an ideal academic English programme The population comprised all senior secondary school
should not be limited to linguistic factors alone but also students in Jikwoyi axis of AMAC, Abuja. Purposive
include developing the art of critical thinking. Therefore, sampling was used to get students offering literature-in-
the integration of critical thinking and reading could be English, for example the Arts classes. Random sampling
most effective for learners. Vaseghi, Gholami & Barjesteh was then used to select four schools from the 12 schools in
(2012) are emphatic that without critical thinking skills, that axis. From senior secondary class 2, random sampling
people can be vulnerable. For them, the main benefit of was utilized to pick 25 students from each of the four
critical thinking is that it encourages active learning by schools to make a total of 100. The main instrument is a
teaching students how to think rather than what to think. researcher – designed questionnaire with 20 items. The
The main purpose of this study is to determine students’ questionnaire items used were adapted from Jie, Yuhong
perception of the effectiveness of Literature-in-English in and Yuan (2014). It had two sections. Section A contained
enhancing reading comprehension and critical reading demographic information while section B contained 20
skills. Specifically, the study intends to: items divided into two sections with response options
i. Ascertain the factors responsible for the based on a 4-point Likert scale of Always (4), Sometimes
decline in students’ enrolment in Literature. (3), Seldom (2), Never (1). The instrument had a reliability
ii. Determine if Literature-in-English can index of 0.72 established using the Cronbach Alpha
enhance students’ reading comprehension formula. The instrument was validated by experts in test
ability. and measurement of the Faculty of Education, National
iii. Find out if Literature-in-English can develop Open University of Nigeria. Data collected was analysed
students’ critical thinking skills. using descriptive statistics of frequency counts,
percentages and mean and standard deviation. A cut off
Statement of the Problem point of 3.00 was adopted for decision making and any item
with a mean of above 3.0 was accepted while those with

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below 3.0 were rejected. The study was guided by these
research questions:
1. What are the factors responsible for the decline in students’ enrolment in Literature?
2. Can Literature in English enhance students’ reading comprehension?
3. Can Literature in English help in developing students’ critical thinking skills?
The schools where the samples were selected are:
Government Model Secondary School, Jikwoyi, Abuja.
Government Secondary School, Kurudu, Abuja.
Government Secondary School, Orozo, Abuja
Governments Secondary School, Karshi, Abuja.
Findings
Analysis of demographic information

Table 1: Distribution of respondents by demographic information

Variables Parameters Frequency Percentage

Class SS2 100 100

Gender

Female 58 58 58

Male 52 52 52

Age group 14-15 35 35

16 above 65 65

Results on table 1 showed that all respondents are in senior secondary class 2. 58 (58%) of these are females while 52 (52%)
are males. 35 (35%0 of the respondents fall within the age range of 14-15 years and 65 (65%) are aged 16 and above.
Research Question One: What are the factors responsible for the decline in students’ enrolment in Literature?
Table 2: Factors responsible for the decline in students’ enrolment in Literature
S/N Items Frequency Percentage

1. Teachers’ methods of teaching 68 68

2. Too many books to read 74 74

3. Books are expensive 55 55

4. I don’t like reading 62 62

5. I don’t understand some words used 48 48

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Table 2 results indicate that students (75, 75%) perceive too many set books as the biggest factor responsible for enrolment
decline in literature. 68 (68%) think that teacher’s method is responsible; 62 (62%) are of the opinion that the dislike for reading
is a factor responsible for decline in student’s literature enrolment, and 55 (55%) think that the high cost of books is responsible
while 48 (48%) believe that not understanding some words in the text is a factor foe the decline in enrolment.

Research question 2: Can Literature in English enhance students’ reading comprehension?

Table 3: Mean, and Standard Deviation on literature and reading comprehension
S/N Item Statement N Mean SD Remarks

1 After reading a text, I know the author’s purpose 100 3.63 .51 Accepted

2 I can locate the main ideas of the text after reading 100 3.58 .52 Accepted

3 I can write out the main ideas in my own words because I .

understand the passage
100 3.58 52 Accepted

4 After reading, I am able to figure out implied meaning, mood, tone .

or attitude
100 3.60 49 Accepted

5 I can distinguish facts from opinion 100 3.62 .49 Accepted

6 I can make inferences and read beyond the lines 100 3.63 .51 Accepted

7 I can find reasonable arguments in the text to support my own .

views
100 3.64 50 Accepted

8 I can make connections between the text and my experiences and .

beliefs
100 3.62 51 Accepted

9 Most times, I cannot understand the passage because of the words .

used
100 3.61 53 Accepted

10 I can accurately define the problem depicted in the text and .

understand the message
100 3.56 54 Accepted

11 Reading literature texts help me sharpen my language skills .

100 3.56 49 Accepted

12 I like to study literature much because of the teacher’s method of .

teaching it
100 1.78 66 Rejected

13 I do not like Literature because there are too many books to read .

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 100 3.19 49 Accepted

Aggregate 100 2.60 .52

Results on table 3 show that to a very large extent, students are of the opinion that literature can enhance their reading
comprehension. However, they mostly would not want to study literature because of teachers’ method of teaching it, coupled
with the fact of too many books to be read.

Research Question 3: Can Literature in English help in developing students’ critical thinking skills?
Table 4: Mean, and Standard Deviation on literature for developing critical thinking skills
S/N Item Statement N Mean SD Remarks

1 After reading, I can make inform judgement about authenticity .

of information provided
100 3.55 52 Accepted

2 I can correct unreasonable inferences made in the passage 100 3.55 .52 Accepted

3 I can relate and connect issues depicted in the text to the

prevailing situation for better understanding
100 3.57 .54 Accepted

4 I can demonstrate a deep understanding of culture, personal,

biases, experiences and beliefs.
100 3.52 .64 Accepted

5 Based on what I read, I can reason and proffer solutions to .

problems
100 3.41 69 Accepted

6 I can better understand humanity, the need for peace and .

tolerance
100 3.36 69 Accepted

7 Reading about other peoples’ experiences of war, destruction, .

terrorism, I will advocate peace and togetherness.

Accepted
100 3.37 61

Aggregate 100 3.48 .60

Results on table 4 indicate that the students are convinced literature enrolment. This finding is in agreement with
that literature can help in developing their critical skills. Ogunnaike (2002) and Fatimayin & Lawal (2010) that
For example, they can read a text, make inform judgment, literature in most cases is not properly taught and the way
correct unreasonable inferences, proffer solutions, teachers’ handle the literature class will urge students to
understand values and humanity better, etc. cultivate the right attitude towards the subject.
Discussion Findings of the study also show that most of the students
This study revealed that students perceive the dislike for believe that literature can go a long way in enhancing their
reading, high cost of books, too many books to be read, reading comprehension. This is in line with Stefanova,
teacher’s teaching methods, difficult or unfamiliar words Bobkina & Perez (2017) that literature can develop the
used in the texts as factors responsible for the decline in skills students need to understand hidden meanings,

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reconstruct images from details, separate facts from Alamroni, F. S. (2019). The effect of teaching Literature
opinions and apply what they have learnt to other aspects on learning English: A study on ESL and EFL classes in
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help develop students’ critical thinking skills. This literacy pedagogy in the EFL classroom: Towards a model
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