Exploring EFL Learners’ Responses through Literature within a Transactional Framework

Exploring EFL Learners’ Responses through Literature within a Transactional Framework

  This study investigated Korean EFL students’ literary experience within a framework of response-oriented literature-based approach. The researcher set up a literature-based program in which language learners read and responded to diverse genres of literature written for children. Data collection consisted of audio-recordings of classroom conversations and interviews, both students’ and the teacher’s journals, a survey, the teacher’s field notes, and other classroom documents. Two research questions were set up to explore diverse aspects of response-oriented EFL instruction. Data analysis revealed (1) that students’ perspectives on transactional experience were positive; (2) that students transacted with literature through the connection of the world; and (3) that the teacher in a response-oriented language classroom undertook different roles other than the traditional teacher-centered instruction. Considering EFL students’ enriched experience, the researcher suggests that other EFL teachers utilize this study and further explore the value of response-oriented language instruction through the use of literature.