Research Article
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Year 2018, Volume: 14 Issue: 3, 213 - 232, 15.09.2018

Abstract

References

  • Akyel, A., & Yalcin, E. (1990). Literature in the EFL class: A study of goal-achievement incongruence. ELT Journal, 44(3), 174-180.
  • Alam, F. (2007). Imperial entanglements and literature in English: Using postcolonial literature in ELT. Dhaka: Writers.ink.
  • Alexander, O. (2012). Exploring teacher beliefs in teaching EAP at low proficiency levels. Journal of English for Academic Purposes, 11, 99-111.
  • Altan, M.Z. (2006). Beliefs about language learning of foreign language-major university students. The Australian Journal of Teacher Education, 31(2), 45–52.
  • Altan, M.Z. (2012). Pre-service EFL teachers’ beliefs about foreign language learning. European Journal of Teacher Education, 35(4), 481-493.
  • Arikan, A. (2005). An evaluation of literature curriculum in HU English language teaching department. Hacettepe University Journal of Education, 29, 27-33.
  • Arvidson, A., & Blanco, B. (2004). Reading across Rhode Island: One book, one state, many successful readers. English Journal, 93(5), 47-52.
  • Belcher, D., & Hirvela, A. (2000). Literature and L2 composition: Revisiting the debate. Journal of Second Language Writing, 9(1), 21-39.
  • Borg, M. (2004). The apprenticeship of observation. ELT Journal, 58(3), 274-276.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of the research on what teachers think, know, believe, and do. Language Teaching, 36, 81-109.
  • Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
  • Borg, S. (2009). Introducing language teacher cognition. Retrieved from http://www.education.leeds.ac.uk/research/files/145.pdf
  • Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39, 370–380.
  • Burnett, J., & Fonder-Solano, L. (2002). Crossing the boundaries between literature and pedagogy: Perspectives on a foreign language reading course. In V. M. Scott & H. Tucker (Eds.), SLA and the literature classroom: Fostering dialogues (pp.75-106). Boston, MA: Heinle & Heinle.
  • Busch, D. (2010). Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14(3), 318- 337.
  • Buyukyavuz, O., & Inal, S. (2008). A descriptive study on Turkish teachers of English regarding their professional needs, efforts for development and available resources. The Asian EFL Journal, 10, 215-234.
  • Cabaroglu, N., & Roberts, J. (2000). Development in student teachers’ pre- existing beliefs during a 1-year PGCE programme, System, 28(3), 387-402.
  • Capan, S. A. (2014). Pre-service English as a foreign language teachers' belief development about grammar instruction. Australian Journal of Teacher Education (Online), 39(12), 131.
  • Carter, R., & Long, M. (1991). Teaching Literature. Harlow: Longman.
  • Chopin, K. (2003). The kiss. In A. Mignani (Ed.), Tales to talk about (pp. 29-34). Genoa: Black Cat Publishing.
  • Cirakli, M.Z., & Kilickaya, F. (2011). Literature courses in EFL curriculum: Pre-service language teachers’ perceptions. Pegem Eğitim ve Öğretim Dergisi, 1(13), 11-15.
  • Collie, J., & S. Slater (1987). Literature in the language classroom: A resource book of ideas and activities. Cambridge: Cambridge University Press.
  • Cortazzi, M., & Jin, L. (1996). Cultures of learning: Language classrooms in China. In H. Coleman (Ed.), Society and the language classroom (pp. 169–203). Cambridge: Cambridge University Press.
  • Ellis, E. M. (2006). Language learning experience as a contributor to ESOL teacher cognition. TESL-EJ, 10(1), 1-20.
  • Ganakumaran, S., Shahizah, I.H., & Koo, Y.L. (2003). Pedagogical implications of the incorporation of the literature component in the Malaysian ESL syllabus. In S.
  • Ganakumaran (Ed.), The Malaysian ESL syllabus in teaching of literature in ESL/EFL contexts (pp.62-87). Petaling Jaya, Malaysia: Sasbadi.
  • Hall, G. (2003). Poetry, pleasure and second language classrooms. Applied Linguistics, 24(3), 295-299.
  • Hall, G. (2005). Literature in language education. New York: Palgrave.
  • Hirvela, A., & Belcher, D. (Eds.). (2001). Linking literacies: Perspectives on second language reading-writing connections. Michigan: Michigan Applied Linguistics.
  • Hismanoglu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1(1), 53-66.
  • Isikli, C., & Tarakcioglu, A.O. (2017). Investigating problems of English literature teaching to EFL high school students in Turkey with focus on language proficiency. Journal of Language and Linguistic Studies, 13(2), 82-95.
  • Karci, C., & Vural, R.A. (2011). Teachers’ views with regard to teaching English in multigraded classrooms. Elementary Education Online, 10(2), 593-607.
  • Katz, S. (2001). Teaching literary texts at the intermediate level: A structured input approach. In V. M. Scott & H. Tucker (Eds.), SLA and the literature classroom: Fostering dialogues (pp.169-186). Boston, MA: Heinle & Heinle.
  • Kim, M. (2004). Literature discussions in adult L2 learning. Language and Education, 18(2), 145-166.
  • Kodama, K. (2012). The role of literature in the EFL/ESL classroom revisited: Using literature in communicative language teaching. Bulletin of the Graduate School of International Cultural Studies, 13, 31-56.
  • Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
  • Kunt, N., & Ozdemir, C. (2010). Impact of methodology courses on pre-service EFL teachers’ beliefs. Procedia-Social and Behavioral Sciences, 2(2), 3938-3944.
  • Lazar, G. (1993). Literature and language teaching. Cambridge: Cambridge University Press.
  • Levin, B., & He, Y. (2008). Investigating the content and sources of teacher candidates’ personal practical theories (PPTs). Journal of Teacher Education, 59 (1), 55–68.
  • Lowry, L. (1993). The giver. New York: Dell Laurel-Leaf.
  • Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching and Teacher Education, 23, 1272-1288.
  • McKay, S. (1987). Literature in the ESL classroom. In C. J. Brumfit & R. A. Carter (Eds.), Literature and language teaching (pp.191-198). Oxford: Oxford University Press.
  • Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed.). Thousand Oaks, CA: Sage.
  • Minkoff, P. (2006). Talking it over in class. In A. Paran (Ed.), Literature in language teaching and learning (pp. 45-57). Alexandria, VA: TESOL.
  • Morpurgo, M. (2005). The amazing story of Adolphus Tips. London: HarperCollins.
  • Nusrat, M.A. (2015). Bridging the gap between language and literature: Teaching English in Bangladesh at tertiary level. ELT Worldwide, 2(2), 1-32.
  • Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
  • Paran, A. (2008). The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Language Teaching, 41(4), 465-496.
  • Parkinson, B., & Reid Thomas, H. (2000). Teaching literature in a second language. Edinburgh: Edinburgh University Press.
  • Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29(2), 177-195.
  • Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390.
  • Popko, J. (2005). How MA-TESOL students use knowledge about language in teaching ESL classes. In Bartels, N. (Ed.) Applied linguistics and language teacher education (pp.387-404). New York: Springer.
  • Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, and E. Guyton (Eds.) Handbook of research on teacher education (pp. 102-119). New York: Macmillan.
  • Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs, and classroom practice. Journal of Teacher Education, 51(2), 113–121.
  • Tang, E., Lee, J., & Chun, C. (2012). Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education. Australian Journal of Teacher Education, 37(5), 90–107.
  • Tasneen, W. (1996). Literary texts in the language classroom: A study of teachers’ and students’ views at international schools in Bangkok. Asian EFL Journal, 12(4), 1-17.
  • Tuncer, H., & Kizildag, A. (2014). Pre-service EFL teachers’ attitude towards the use of literature in practice teaching. International Journal of Language Academy, 2/3, 170-185.
  • Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.
  • Van, T.M.T. (2009). The relevance of literary analysis to teaching literature in the EFL classroom. English Teaching Forum, 47(3), 2-9.
  • Weber, R. P. (1990). Basic Content Analysis (2nd ed.). California: Sage Publications.
  • Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 259-296.
  • Yeasmin, N., Azad, A.K., & Ferdoush, J. (2011). Teaching language through literature: Designing appropriate classroom activities. ASA University Review, 5(2), 283-297.
  • Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12.
  • Zheng, H. (2009). A review of research on EFL pre-service teachers’ beliefs and practices, Journal of Cambridge Studies, 4(1), 73-81.

Pre-service teachers’ beliefs about literature integration in English language teaching classrooms

Year 2018, Volume: 14 Issue: 3, 213 - 232, 15.09.2018

Abstract























































Please fill up the following information accurately. (Please
use Times New Roman, 12 pt.


Pre-service teachers’ beliefs about literature integration in English language teaching classrooms



In late 1990s, teacher cognition has emerged as an important field of inquiry as more and more research studies have demonstrated that teachers’ cognitions influence their instructional decisions and activities (Borg, 2003).  In the case of pre-service teachers, their beliefs are mainly influenced by their prior experience as learners while these beliefs also act as a filtering mechanism to process new information presented in teacher education programs (Borg, 2009). This study investigated changes in the beliefs about the use of literary texts in English language teaching (ELT) of 65 pre-service teachers enrolled at the teacher education department of a state university in Istanbul, Turkey. The inclusion of literature in ELT classrooms has been viewed as a beneficial process as it contributes to students’ linguistic development, appreciation of different cultures, personal involvement, and individual growth (Carter & Long, 1991). To that extent, ELT teacher education programs in Turkey have been offering courses to equip pre-service teachers with the knowledge and skills on how to integrate literature into language teaching. The present study explored prior experiences and beliefs of pre-service English as a Foreign Language (EFL) teachers about literature integration and compared them with those formed after the completion of a two-semester course on teaching English through literature. Data were collected through open-ended questionnaires administered before and after the course and subjected to content analysis as suggested by Weber (1990). Results showed that pre-service teachers had positive beliefs about literature integration while the course had some limited impact on their prior beliefs.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Kaşlıoğlu, Özlem



Affiliated
institution (University)



 Marmara University



Country



 Turkey



Email
address



 okaslioglu@hotmail.com

Department
& Rank



 Department of English Language Teaching

Corresponding author (Yes/No)


Write only one corresponding author.



 Yes



Author 2



Author
(Last name, First name)



 Ersin, Pınar



Affiliated
institution (University)



 Marmara University



Country



 Turkey



Email
address



 persin@marmara.edu.tr

Department
& Rank



 Department of English Language Teaching

Corresponding
author (Yes/No)



 No



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


References

  • Akyel, A., & Yalcin, E. (1990). Literature in the EFL class: A study of goal-achievement incongruence. ELT Journal, 44(3), 174-180.
  • Alam, F. (2007). Imperial entanglements and literature in English: Using postcolonial literature in ELT. Dhaka: Writers.ink.
  • Alexander, O. (2012). Exploring teacher beliefs in teaching EAP at low proficiency levels. Journal of English for Academic Purposes, 11, 99-111.
  • Altan, M.Z. (2006). Beliefs about language learning of foreign language-major university students. The Australian Journal of Teacher Education, 31(2), 45–52.
  • Altan, M.Z. (2012). Pre-service EFL teachers’ beliefs about foreign language learning. European Journal of Teacher Education, 35(4), 481-493.
  • Arikan, A. (2005). An evaluation of literature curriculum in HU English language teaching department. Hacettepe University Journal of Education, 29, 27-33.
  • Arvidson, A., & Blanco, B. (2004). Reading across Rhode Island: One book, one state, many successful readers. English Journal, 93(5), 47-52.
  • Belcher, D., & Hirvela, A. (2000). Literature and L2 composition: Revisiting the debate. Journal of Second Language Writing, 9(1), 21-39.
  • Borg, M. (2004). The apprenticeship of observation. ELT Journal, 58(3), 274-276.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of the research on what teachers think, know, believe, and do. Language Teaching, 36, 81-109.
  • Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
  • Borg, S. (2009). Introducing language teacher cognition. Retrieved from http://www.education.leeds.ac.uk/research/files/145.pdf
  • Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39, 370–380.
  • Burnett, J., & Fonder-Solano, L. (2002). Crossing the boundaries between literature and pedagogy: Perspectives on a foreign language reading course. In V. M. Scott & H. Tucker (Eds.), SLA and the literature classroom: Fostering dialogues (pp.75-106). Boston, MA: Heinle & Heinle.
  • Busch, D. (2010). Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14(3), 318- 337.
  • Buyukyavuz, O., & Inal, S. (2008). A descriptive study on Turkish teachers of English regarding their professional needs, efforts for development and available resources. The Asian EFL Journal, 10, 215-234.
  • Cabaroglu, N., & Roberts, J. (2000). Development in student teachers’ pre- existing beliefs during a 1-year PGCE programme, System, 28(3), 387-402.
  • Capan, S. A. (2014). Pre-service English as a foreign language teachers' belief development about grammar instruction. Australian Journal of Teacher Education (Online), 39(12), 131.
  • Carter, R., & Long, M. (1991). Teaching Literature. Harlow: Longman.
  • Chopin, K. (2003). The kiss. In A. Mignani (Ed.), Tales to talk about (pp. 29-34). Genoa: Black Cat Publishing.
  • Cirakli, M.Z., & Kilickaya, F. (2011). Literature courses in EFL curriculum: Pre-service language teachers’ perceptions. Pegem Eğitim ve Öğretim Dergisi, 1(13), 11-15.
  • Collie, J., & S. Slater (1987). Literature in the language classroom: A resource book of ideas and activities. Cambridge: Cambridge University Press.
  • Cortazzi, M., & Jin, L. (1996). Cultures of learning: Language classrooms in China. In H. Coleman (Ed.), Society and the language classroom (pp. 169–203). Cambridge: Cambridge University Press.
  • Ellis, E. M. (2006). Language learning experience as a contributor to ESOL teacher cognition. TESL-EJ, 10(1), 1-20.
  • Ganakumaran, S., Shahizah, I.H., & Koo, Y.L. (2003). Pedagogical implications of the incorporation of the literature component in the Malaysian ESL syllabus. In S.
  • Ganakumaran (Ed.), The Malaysian ESL syllabus in teaching of literature in ESL/EFL contexts (pp.62-87). Petaling Jaya, Malaysia: Sasbadi.
  • Hall, G. (2003). Poetry, pleasure and second language classrooms. Applied Linguistics, 24(3), 295-299.
  • Hall, G. (2005). Literature in language education. New York: Palgrave.
  • Hirvela, A., & Belcher, D. (Eds.). (2001). Linking literacies: Perspectives on second language reading-writing connections. Michigan: Michigan Applied Linguistics.
  • Hismanoglu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1(1), 53-66.
  • Isikli, C., & Tarakcioglu, A.O. (2017). Investigating problems of English literature teaching to EFL high school students in Turkey with focus on language proficiency. Journal of Language and Linguistic Studies, 13(2), 82-95.
  • Karci, C., & Vural, R.A. (2011). Teachers’ views with regard to teaching English in multigraded classrooms. Elementary Education Online, 10(2), 593-607.
  • Katz, S. (2001). Teaching literary texts at the intermediate level: A structured input approach. In V. M. Scott & H. Tucker (Eds.), SLA and the literature classroom: Fostering dialogues (pp.169-186). Boston, MA: Heinle & Heinle.
  • Kim, M. (2004). Literature discussions in adult L2 learning. Language and Education, 18(2), 145-166.
  • Kodama, K. (2012). The role of literature in the EFL/ESL classroom revisited: Using literature in communicative language teaching. Bulletin of the Graduate School of International Cultural Studies, 13, 31-56.
  • Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
  • Kunt, N., & Ozdemir, C. (2010). Impact of methodology courses on pre-service EFL teachers’ beliefs. Procedia-Social and Behavioral Sciences, 2(2), 3938-3944.
  • Lazar, G. (1993). Literature and language teaching. Cambridge: Cambridge University Press.
  • Levin, B., & He, Y. (2008). Investigating the content and sources of teacher candidates’ personal practical theories (PPTs). Journal of Teacher Education, 59 (1), 55–68.
  • Lowry, L. (1993). The giver. New York: Dell Laurel-Leaf.
  • Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching and Teacher Education, 23, 1272-1288.
  • McKay, S. (1987). Literature in the ESL classroom. In C. J. Brumfit & R. A. Carter (Eds.), Literature and language teaching (pp.191-198). Oxford: Oxford University Press.
  • Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed.). Thousand Oaks, CA: Sage.
  • Minkoff, P. (2006). Talking it over in class. In A. Paran (Ed.), Literature in language teaching and learning (pp. 45-57). Alexandria, VA: TESOL.
  • Morpurgo, M. (2005). The amazing story of Adolphus Tips. London: HarperCollins.
  • Nusrat, M.A. (2015). Bridging the gap between language and literature: Teaching English in Bangladesh at tertiary level. ELT Worldwide, 2(2), 1-32.
  • Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
  • Paran, A. (2008). The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Language Teaching, 41(4), 465-496.
  • Parkinson, B., & Reid Thomas, H. (2000). Teaching literature in a second language. Edinburgh: Edinburgh University Press.
  • Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29(2), 177-195.
  • Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390.
  • Popko, J. (2005). How MA-TESOL students use knowledge about language in teaching ESL classes. In Bartels, N. (Ed.) Applied linguistics and language teacher education (pp.387-404). New York: Springer.
  • Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, and E. Guyton (Eds.) Handbook of research on teacher education (pp. 102-119). New York: Macmillan.
  • Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs, and classroom practice. Journal of Teacher Education, 51(2), 113–121.
  • Tang, E., Lee, J., & Chun, C. (2012). Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education. Australian Journal of Teacher Education, 37(5), 90–107.
  • Tasneen, W. (1996). Literary texts in the language classroom: A study of teachers’ and students’ views at international schools in Bangkok. Asian EFL Journal, 12(4), 1-17.
  • Tuncer, H., & Kizildag, A. (2014). Pre-service EFL teachers’ attitude towards the use of literature in practice teaching. International Journal of Language Academy, 2/3, 170-185.
  • Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.
  • Van, T.M.T. (2009). The relevance of literary analysis to teaching literature in the EFL classroom. English Teaching Forum, 47(3), 2-9.
  • Weber, R. P. (1990). Basic Content Analysis (2nd ed.). California: Sage Publications.
  • Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 259-296.
  • Yeasmin, N., Azad, A.K., & Ferdoush, J. (2011). Teaching language through literature: Designing appropriate classroom activities. ASA University Review, 5(2), 283-297.
  • Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12.
  • Zheng, H. (2009). A review of research on EFL pre-service teachers’ beliefs and practices, Journal of Cambridge Studies, 4(1), 73-81.
There are 65 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Özlem Kaşlıoğlu

Pınar Ersin This is me

Publication Date September 15, 2018
Published in Issue Year 2018 Volume: 14 Issue: 3

Cite

APA Kaşlıoğlu, Ö., & Ersin, P. (2018). Pre-service teachers’ beliefs about literature integration in English language teaching classrooms. Journal of Language and Linguistic Studies, 14(3), 213-232.
AMA Kaşlıoğlu Ö, Ersin P. Pre-service teachers’ beliefs about literature integration in English language teaching classrooms. Journal of Language and Linguistic Studies. September 2018;14(3):213-232.
Chicago Kaşlıoğlu, Özlem, and Pınar Ersin. “Pre-Service teachers’ Beliefs about Literature Integration in English Language Teaching Classrooms”. Journal of Language and Linguistic Studies 14, no. 3 (September 2018): 213-32.
EndNote Kaşlıoğlu Ö, Ersin P (September 1, 2018) Pre-service teachers’ beliefs about literature integration in English language teaching classrooms. Journal of Language and Linguistic Studies 14 3 213–232.
IEEE Ö. Kaşlıoğlu and P. Ersin, “Pre-service teachers’ beliefs about literature integration in English language teaching classrooms”, Journal of Language and Linguistic Studies, vol. 14, no. 3, pp. 213–232, 2018.
ISNAD Kaşlıoğlu, Özlem - Ersin, Pınar. “Pre-Service teachers’ Beliefs about Literature Integration in English Language Teaching Classrooms”. Journal of Language and Linguistic Studies 14/3 (September 2018), 213-232.
JAMA Kaşlıoğlu Ö, Ersin P. Pre-service teachers’ beliefs about literature integration in English language teaching classrooms. Journal of Language and Linguistic Studies. 2018;14:213–232.
MLA Kaşlıoğlu, Özlem and Pınar Ersin. “Pre-Service teachers’ Beliefs about Literature Integration in English Language Teaching Classrooms”. Journal of Language and Linguistic Studies, vol. 14, no. 3, 2018, pp. 213-32.
Vancouver Kaşlıoğlu Ö, Ersin P. Pre-service teachers’ beliefs about literature integration in English language teaching classrooms. Journal of Language and Linguistic Studies. 2018;14(3):213-32.