{'fraction_non_alphanumeric': 0.02530674846625767, 'fraction_numerical': 0.004601226993865031, 'mean_word_length': 5.492537313432836, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Introducing Literature to an EFL Classroom: Teacher’s Presentations and Students’ Perceptions

This study documents a teacher-researcher’s presentations of 24 literary works to a class of 28 Taiwanese EFL senior high school students during a fourteen-week experiment, and reports on those students’ perceptions of the texts introduced and their attitudes towards literature in general. In preparing literary texts, the teacher explored the notion of computer assisted literature teaching (CALT), capitalizing on the Internet resources to prepare plot summaries of novels and plays. Some supplementary media materials were also used in the literature presentations. Results of participants’ responses to a 50-item questionnaire showed that most of the students like the presented novels most, followed by plays, short stories, and then poems. Furthermore, about half of the students like to read literary works and also like to be introduced to literature. Specifically, students like to read contemporary literature rather than classic literature, and such works as movie novels, realistic fiction, fantasies, and mysteries are their favorites. In the end, the author argues that there is low literature threshold, if any, for teachers to cross before they can introduce literature to their EFL students.