Literature-Based English Instructional Model in Improving Learners’ linguistics Proficiency and Cultural Awareness: Challenges and Oppurtunities for EFL Learners

Abstract

This study investigates the challenges and opportunities that English as a Foreign Language (EFL) learners face when using literature-based language learning to improve their linguistic proficiency and cultural awareness. The research focuses on 17 EFL learners from junior and senior high schools in Mataram, Indonesia, who were exposed to local literature in their English classrooms. The study employed a qualitative approach, utilizing both structured and unstructured interviews to collect data on learners' experiences with literature-based learning. The findings reveal that while literature enhances linguistic proficiency, particularly in vocabulary acquisition, speaking, and writing, learners face challenges such as the complexity of literary texts, including advanced vocabulary, idiomatic expressions, and unfamiliar cultural references. These elements sometimes hinder comprehension and engagement. Additionally, the time-consuming nature of literature-based tasks and the difficulty of connecting with culturally distant texts were identified as key obstacles. However, the study also highlights several opportunities. Literature-based learning exposes learners to authentic language use, enriching their vocabulary and enhancing their critical thinking and creativity. Furthermore, the study demonstrates that literature fosters cultural awareness by allowing learners to explore diverse societal values, traditions, and historical contexts. The exposure to different cultural perspectives enhances empathy and promotes global citizenship among learners.