Lecturer Beliefs and Pedagogy: A Correlational Study of Poetry Instruction in Malaysian TESL Programs

Abstract

The Malaysian English Language Curriculum emphasizes the acquisition of essential language skills, including effective communication, critical thinking, and literary appreciation, particularly in the domain of poetry. Despite these objectives, poetry is frequently perceived as a challenging genre for second language learners, a perception further exacerbated by an exam-driven education system and teacher-centered instructional approaches that inhibit independent interpretation and creativity. This study explores the intersection of teaching strategies and lecturer beliefs within a Bachelor of Education in Teaching English as a Second Language (B.Ed TESL) program, particularly in relation to poetry instruction. The research aims to identify effective pedagogical approaches that engage students with poetry in a meaningful manner, fostering not only examination success but also a deeper, more personal connection with the texts. Through a comprehensive literature review and quantitative analysis involving 361 TESL students, the study uncovers significant barriers to poetry comprehension, including complex language, unfamiliar vocabulary, and cultural distance. The findings underscore the necessity for student-centered teaching methods that align with 21st-century learning objectives, offering new insights into how poetry can be taught to enhance creativity, critical thinking, and emotional engagement. The results hold broader implications for TESL education in Malaysia, suggesting that a transition towards more inclusive, diverse, and learner-centered practices can improve students' receptiveness to poetry and overall language acquisition.