Students’ Attitudes towards Learning Writing through Literary Texts

Abstract

Literary texts can be considered as an authentic source demanded for prosperous writing. Actually, the core of this dissertation is to investigate students’ attitudes towards learning writing through literary texts. It is a case study of second-year students at the Department of English in Mila University Center. The vital aim is to point out students’ attitudes towards the incorporation of literary texts in EFL writing classrooms. Indeed, one peripheral question is posed in order to have a reliable answer to the problem statement: what attitudes do second-year students of English language at Mila University Center hold towards learning writing through the use of literary texts? This enquiry based on the hypothesis that if students are taught writing through literary texts, they would provide positive attitudes. On the basis of this target, the implemented research design was descriptive in nature; it incorporated both a quantitative and qualitative tools. The questionnaire was administered to ninety (90) students and the interview was done with ten (10) participants in which they were selected randomly. The results obtained from the current study demonstrate that the majority of the respondents held positive attitudes towards the outstanding benefit that they acquired in learning writing through the incorporation of literary texts. Eventually, these positive findings commutate the adequacy of integrating literary texts to respond to students’ demands and to propound some pedagogical implications to help teachers ensure operant outcomes.