000			03667nam a22002897a 4500
003			KOHA
005			20231106161316.0
008			231106d2023 cy ||||| m||| 00| 0 eng d
040			_aCY-NiCIU _beng _cCY-NiCIU _erda
041			_aeng
090			_aYL 3098 _bO46 2023
100	1		_aOjo, Oluwaseun Eyitayo
245	1	4	_aTHE USE OF LITERARY TEXTS IN AN ESL CONTEXT / _cOLUWASEUN EYITAYO OJO; SUPERVISOR: ASSOC. PROF.DR. BEHBOOD MOHAMMADZADEH
246	2	3	_aTEACHERS’ AND STUDENTS’ PERCEPTIONS IN NIGERIA
264			_c2023
300			_aviii, 68 sheets; _c31 cm. _e1 CD-ROM
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
502			_aThesis (MA) - Cyprus International University. Institute of Graduate Studies and Research English Language and Literature Department
504			_aIncludes bibliography (sheets 59-66)
520			_aABSTRACT Literature is widely acknowledged as a valuable resource for acquiring language skills and cultural knowledge, promoting comprehension, and fostering critical thinking abilities. The study of literature can foster a heightened sense of collective accountability among students towards global events. This study aims to assess the perspectives of teachers and students regarding the utilization of literacy materials in an ESL setting. The present study endeavors to make a scholarly contribution to this particular field of inquiry by examining the perceptions of both students and teachers toward the utilization of literacy texts within the context of ESL instruction. The study employed qualitative research. The research was carried out in Abuja, Nigeria. The study involved a sample of 35 individuals, consisting of 20 students and 15 teachers. Purposive sampling was utilized. Primary data in the form of online interviews was used as a method to obtain data from the participants in the study. Content analysis was used to analyze the data obtained. As per the results of the research, teachers exhibited a favorable perception towards the utilization of literary works and literature-derived resources in ESL instructional settings.Teachers stated that the use of literature and literature-based sources in ESL classrooms can serve as a means of motivation for students, improve cultural awareness, and facilitate critical thinking. The teachers expressed a predilection for employing discussion sessions, small group activities, and lectures as effective means of conveying literatureoriented information within an ESL instructional setting. In addition, students exhibited a positive perception regarding the integration of literature and literaturebased resources within ESL instructional settings. The study revealed that students encountered challenges in comprehending the intricate facets of language and navigating cultural differences when utilizing literature and literature-based resources within the context of ESL classrooms. The study's findings conclude that incorporating literature into ESL instruction is crucial for fostering cultural sensitivity, enhancing student motivation to acquire foreign language skills, elevating language proficiency, and refining critical thinking abilities, as reported by both educators and learners. Keywords: Literary Texts, Literature Based Sourced, Students’ Perceptions Teachers’ Perceptions
650		0	_aEnglish language _vDissertations, Academic _xStudy and teaching _xForeign speakers
700	1		_aMohammedzadeh, Behbood _esupervisor
942			_2ddc _cTS
999			_c291670 _d291670