Teachers' Instructional Approaches in Teaching Literary Texts in an ESL Classroom: Learners' Impressions at Core

Abstract

This study was conducted to examine the challenges of the learners on the instructional approaches employed by their English teachers in teaching literary texts. It also sought the impressions of the learners towards these instructional approaches and practices. The study employed qualitative realistic phenomenology as design and utilized researcher-made probing questions to elicit responses from the participants. Using In-Depth Interviews (IDI) and Focus Group Discussion (FGD) among the learners with Framework Method as the unit of analysis on the responses, the researcher found several themes that emerged and were categorically charted respectively. The challenges hindered learners from learning and appreciating literary texts. It also revealed the favorable impressions of the learners on the instructional approaches and practices of the teachers upon evaluating the teachers' approaches. With the study's limitations, it was recommended to investigate other lived realities of the learners to bank new knowledge and practices in literature education.