Teaching Literature in Classroom Action Research Course to Prospective English Teachers
Abstract
This study explores how literature is interpreted by undergraduate students within the context of English language learning, particularly in the Classroom Action Research (CAR) course. Conducted over one semester (March 5 to June 4, 2025), the research involved 35 third-year students (8 male, 27 female) and employed a descriptive qualitative approach. The findings indicate that students view literature as both engaging and professionally relevant, particularly in relation to their future roles as English teachers. Literature is seen as instrumental in developing critical thinking, reflective teaching practices, and the ability to frame meaningful research questions. Through its integration in the CAR course, literature enables students to better understand classroom dynamics and pedagogical challenges. It is not only appreciated for its aesthetic and imaginative value but also for its potential to inform practical and context-sensitive teaching interventions. This dual perspective fosters deeper engagement, enhanced creativity, and a stronger sense of pedagogical responsibility. The study concludes that literature, when embedded in research-based learning, serves as a powerful medium for shaping the professional identity and research competence of prospective English language educators.
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