Examining Teacher and Student Beliefs in Poetry Education: A Systematic Review within TESL Contexts

  • Fatihah Binti Hashim Akademi Pengajian Bahasa, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia.
  • Nik Amirul Afiq Bin Nik Hassim Akademi Pengajian Bahasa, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia.
  • Nur Suhaila Binti Aminudin Akademi Pengajian Bahasa, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia.
  • Ayesya Azreena Mohd Azhar Akademi Pengajian Bahasa, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia.
Keywords: Poetry Education, TESL, PRISMA, Teacher Beliefs, Student Engagement

Abstract

This systematic review investigates the intersection of teacher and student beliefs in poetry education within TESL (Teaching English as a Second Language) programs. It synthesizes studies examining how these beliefs influence pedagogical practices, student engagement, and overall learning outcomes in poetry instruction. Utilizing the PRISMA methodology, the review identifies and analyzes 32 peer-reviewed articles published between 1982 and 2024. Findings indicate that teachers' beliefs about poetry significantly shape instructional approaches, often impacting students' attitudes toward the genre. Teachers who view poetry as an essential tool for fostering creativity and cultural understanding tend to implement it more actively in their curricula, enhancing student engagement. Conversely, students often perceive poetry as challenging due to its linguistic complexity, leading to anxiety and disengagement. The review also highlights discrepancies between teacher expectations and student experiences, particularly in assessment-driven environments where poetry is seen as secondary to core language skills. The study concludes that a more collaborative approach to poetry education—integrating student perspectives—can foster more positive attitudes and better align teaching practices with student needs. This research contributes to the broader discourse on literature education in TESL, offering insights into how poetry can be effectively integrated into language instruction to improve both educational outcomes and cultural literacy.

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Published
2024-10-31
How to Cite
Hashim, F., Bin Nik Hassim, N. A. A., Binti Aminudin, N. S. and Mohd Azhar, A. A. (2024) “Examining Teacher and Student Beliefs in Poetry Education: A Systematic Review within TESL Contexts”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 9(10), p. e003074. doi: 10.47405/mjssh.v9i10.3074.
Section
Articles