The paper titled "Literature in EEL: A Gateway to a Successful Teaching-Learning Experience by Stimulating Human Psyche" by Gaus Ul Azam Chowdhury and Anjum Mishu focuses on the role of literature in enhancing the effectiveness of English as a Foreign Language (EFL) teaching. The primary research question examines how literature can be used as a pedagogical tool in EFL classrooms to align with the brain’s natural learning processes.
The purpose of the study is to argue that by integrating literature-based course materials into different teaching methodologies such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Cooperative Learning (CL), EFL educators can create a more effective learning environment. The scope of the research includes the exploration of cognitive processes related to language learning, the benefits of literature in fostering authentic language use, and the compatibility of literature with brain-based learning strategies.
The methodology involves an interdisciplinary approach, combining insights from neurolinguistics, cognitive science, and educational research. The paper reviews various studies on brain functions, including those involving brain imaging techniques like MRI and fMRI, to support its claims about the brain's responsiveness to literature-based learning.
The key findings of the research suggest that literature, when used effectively in EFL classrooms, stimulates brain areas responsible for language processing and comprehension, such as Broca’s and Wernicke’s areas. Literature also engages the brain’s visual and auditory systems, enhances creativity, and supports the development of social and cognitive skills. The study highlights that literature-based activities can lead to improved language learning outcomes by making the learning process more aligned with how the brain naturally acquires language.
The paper concludes that incorporating literature into EFL teaching methods such as CLT, TBLT, and CL not only enhances the effectiveness of language instruction but also provides a brain-compatible approach to learning. The authors emphasize the need for further research to explore the full potential of literature in EFL classrooms, particularly within the context of Saudi Arabian educational institutions. They also stress the importance of selecting literature that is culturally and contextually appropriate for the students. The study’s implications are significant for EFL educators seeking to improve language learning outcomes by leveraging the cognitive and motivational benefits of literature-based teaching.