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

  • Nik Amirul Afiq Nik Hassim Akademi Pengajian Bahasa, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia.
  • Fatihah Hashim Akademi Pengajian Bahasa, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia.
Keywords: Teacher and Student, Perceptions, TESL, Poetry Pedagogy

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.

Downloads

Download data is not yet available.

References

Dirgeyasa, I. W. (2017). The effort to increase the students’ achievement in poetry mastery through semiotic method. Advances in Language and Literary Studies, 8(1), 104–110. https://doi.org/10.7575/aiac.alls.v.8n.1p.104

Gönen, S. İ. K. (2018). Implementing poetry in the language class: A poetry-teaching framework for prospective English language teachers. Advances in Language and Literary Studies, 9(5), 28–42.

http://dx.doi.org/10.7575/aiac.alls.v.9n.5p.28

Kaur, P., & Mahmor, N. (2014). Examining the role of the English literature component in the Malaysian English curriculum. Procedia - Social and Behavioral Sciences, 134(September), 119–124. https://doi.org/10.1016/j.sbspro.2014.04.229

Krejcie, R., & Morgan, D. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30(3), 607-610.

Kusairi, S., Noviandari, L., Parno, & Pratiwi, H. Y. (2019). Analysis of students’ understanding of motion in straight line concepts: Modeling instruction with formative e-assessment. International Journal of Instruction, 12(4), 353–364. https://doi.org/10.29333/iji.2019.12423a

Muiruri, M., Wambugu, P., & Wamukuru, K. (2016). Using advance organizers to enhance pupils’ achievement in learning poetry in English language. Journal of Education and Practice, 7(31), 113–117.

Naylor, A. (2013). “Old poems have heart”: Teenage students reading early modern poetry. English Teaching, 12(1), 64–78.

Patel, P., & Laud, L. E. (2015). Poetry feedback that feeds forward. Middle School Journal, 46(4), 24–31. https://doi.org/10.1080/00940771.2015.11461917

Tevdovska, E. S. (2016). Literature in ELT Setting: Students Attitudes and Preferences Towards Literary Texts. Procedia - Social and Behavioral Sciences, 232(April), 161–169. https://doi.org/10.1016/j.sbspro.2016.10.041

Wang, G. (2018). On the strategies of enhancing students’ cultural awareness in college English teaching. Canadian Center of Science and Education, 11(12), 116–120. https://doi.org/10.5539/elt.v11n12p116

Xerri, D. (2016). “Poems look like a mathematical equation”: Assessment in poetry education. International Journal of English Studies, 16(1), 1–17.

Published
2024-10-31
How to Cite
Nik Hassim, N. A. A. and Hashim, F. (2024) “Lecturer Beliefs and Pedagogy: A Correlational Study of Poetry Instruction in Malaysian TESL Programs”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 9(10), p. e003072. doi: 10.47405/mjssh.v9i10.3072.
Section
Articles