Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - The perceptions of undergraduate students toward reading contemporary fiction in English
T2 - a case study of content-based ESL instruction at a self-financed tertiary institution in Hong Kong
AU - Lo, Noble
AU - Shi, Huiwen
PY - 2024/8/7
Y1 - 2024/8/7
N2 - Introduction: The study explores the effectiveness of teaching English literature to Hong Kong undergraduate students, particularly in a general education course titled “Fiction and Life: Understanding Human Development.” This course marked the first exposure for students to book-length fiction in English and critical response written in English, revealing the efficacy of using fictional works as content-based ESL instruction at the tertiary level in Hong Kong. Methods: Employing a mixed-methods approach, the study included questionnaires distributed to 310 students and thematic analysis of semi-structured interview data. Results: Findings indicate a largely positive attitude toward the reading and writing experience, suggesting benefits for ESL teaching and learning in Asia. Discussion: The study advocates for incorporating English literature into the general education curriculum to foster a more organic and contextualized language acquisition process. This research uniquely contributes to the field by examining student perceptions in a self-financed tertiary institution context, offering new insights that have not been explored before in Hong Kong’s ESL landscape.
AB - Introduction: The study explores the effectiveness of teaching English literature to Hong Kong undergraduate students, particularly in a general education course titled “Fiction and Life: Understanding Human Development.” This course marked the first exposure for students to book-length fiction in English and critical response written in English, revealing the efficacy of using fictional works as content-based ESL instruction at the tertiary level in Hong Kong. Methods: Employing a mixed-methods approach, the study included questionnaires distributed to 310 students and thematic analysis of semi-structured interview data. Results: Findings indicate a largely positive attitude toward the reading and writing experience, suggesting benefits for ESL teaching and learning in Asia. Discussion: The study advocates for incorporating English literature into the general education curriculum to foster a more organic and contextualized language acquisition process. This research uniquely contributes to the field by examining student perceptions in a self-financed tertiary institution context, offering new insights that have not been explored before in Hong Kong’s ESL landscape.
KW - content-based language instruction
KW - student perceptions
KW - assessment
KW - English education
KW - literature
U2 - 10.3389/feduc.2024.1395168
DO - 10.3389/feduc.2024.1395168
M3 - Journal article
VL - 9
JO - Frontiers in Education
JF - Frontiers in Education
SN - 2504-284X
M1 - 1395168
ER -