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Journals / Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 26 Sayı: 3

Pre-Service ELT Teachers and the Integration of Literature in English Language Teaching: Perceptions and Challenges

İngilizce Öğretmenliği Adayları ve İngilizce Öğretiminde Edebiyatın Entegrasyonu: Algılar ve Karşılaşılan Zorluklar

Hatice Kubra Koç
Pages
1529–1553
Publication Date
2026-09-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

These findings have important implications for curriculum design, instructional planning, and professional development in language teacher education.

📌 3 Key Takeaways

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Objective & Hypothesis:This study aimed to examine pre-service English language (ELT) teachers’ perceptions and experiences regarding the integration of literature in English language teaching, as well as to investigate the potential impact of a one-semester English Literature-II course on their views.
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Key Findings & Data:Data were collected from 78 pre-service ELT teachers at a state university in Türkiye through pre- and post-course semi-structured interviews, focusing on their views about the pedagogical benefits and challenges of using literary texts in language classrooms.
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Conclusion & Impact:These findings have important implications for curriculum design, instructional planning, and professional development in language teacher education.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Aday İngilizce Öğretmeni · Edebiyat · Dil Öğretimi

Abstract

This study aimed to examine pre-service English language (ELT) teachers’ perceptions and experiences regarding the integration of literature in English language teaching, as well as to investigate the potential impact of a one-semester English Literature-II course on their views. Data were collected from 78 pre-service ELT teachers at a state university in Türkiye through pre- and post-course semi-structured interviews, focusing on their views about the pedagogical benefits and challenges of using literary texts in language classrooms. The data were analyzed using descriptive content analysis, and findings were coded with reference to relevant literature. The results revealed that, although participants held some negative perceptions regarding literature, they recognized its significant value as a tool for enhancing vocabulary, language skills, cultural competence, and instructional material design. Nonetheless, challenges such as learners’ limited language proficiency, lack of motivation, and unfamiliarity with complex grammatical structures were identified as potential barriers to effective implementation. The study underscores the pivotal role of teacher education programs in cultivating reflective, culturally responsive, and methodologically competent educators who can leverage literature to foster linguistic development, cultural understanding, and critical thinking. These findings have important implications for curriculum design, instructional planning, and professional development in language teacher education.

Özet

Bu çalışma, öğretmen adaylarının İngilizce dil öğretiminde edebiyatın kullanımıyla ilgili algı ve deneyimlerini incelemeyi ve aynı zamanda bir dönemlik İngiliz Edebiyatı-II dersinin bu algılar üzerindeki olası etkisini araştırmayı amaçlamaktadır. Veri toplama süreci, Türkiye’de, bir devlet üniversitesinde, İngilizce Öğretmenliği Bölümünde yer alan 78 öğretmen adayı ile ders öncesi ve sonrası yarı yapılandırılmış görüşmeler aracılığıyla gerçekleştirilmiş; katılımcıların sınıf ortamında edebi metinleri kullanmanın pedagojik faydaları ve karşılaşılan zorluklarla ilgili inançlarına odaklanılmıştır. Elde edilen veriler betimleyici içerik analizi yöntemiyle değerlendirilmiş ve bulgular ilgili literatüre atıfta bulunularak kodlanmıştır. Sonuçlar, katılımcıların başlangıçta edebiyatın kullanımıyla ilgili bazı olumsuz algılara sahip olmalarına rağmen, sonunda edebiyatın kelime dağarcığını geliştirme, dil becerilerini ilerletme, kültürel yeterlilik kazandırma ve öğretim materyali tasarımını destekleme açısından önemli bir araç olduğunu kabul ettiklerini göstermiştir. Bununla birlikte, öğrencilerin sınırlı dil yeterliliği, motivasyon eksikliği ve eski veya karmaşık dilbilgisi yapılarıyla karşılaşma gibi faktörler, etkili uygulamanın önünde olası engeller olarak belirlenmiştir. Çalışma, edebiyatın dil gelişimi, kültürel farkındalık ve eleştirel düşünmeyi desteklemede kullanılabilmesi için, öğretmen yetiştirme programlarının yansıtıcı, kültürel olarak duyarlı ve yöntemsel açıdan yetkin eğitimciler yetiştirmedeki kritik rolünü vurgulamaktadır. Bu bulgular, dil öğretmeni yetiştirme süreçlerinde müfredat tasarımı, öğretim planlaması ve mesleki gelişim açısından önemli çıkarımlar sunmaktadır.

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Cite This Article

Koç, H. K. (2026). Pre-Service ELT Teachers and the Integration of Literature in English Language Teaching: Perceptions and Challenges. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 26 Sayı: 3, 1529–1553. https://doi.org/10.17240/aibuefd.2026..-1830073

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