Exploring EFL Teachers' Perceptions: Integrating Children's Literature in the Language Classroom


  • Dushko Talevski Faculty of Education – Bitola
  • Elena Shalevska Faculty of Education – Bitola




Children's literature, EFL


Across epochs, both philosophers and educators have harnessed literature's power in language teaching, recognizing its unique benefits for language learners. Unfortunately, the Macedonian foreign language teaching system underutilizes literature in EFL instruction despite the many benefits offered by such an approach. Thus, Macedonian students are only given mere fragments of literature in their EFL textbooks – pieces of writing stripped of literary authenticity and valuable language acquisition potential. Recognizing the proven benefits of implementing literature, and the increasing interest in using it in EFL/ESL classes in recent decades, this study aims to explore teachers' perceptions of literature as a vital tool for improving students’ language skills. This small-scale, mixed-approach qualitative and quantitative study, based on a survey for EFL teachers, found that the participants believed that there are numerous potential benefits of introducing literature into their classes. Although the teachers voiced certain apprehension about their students' reading habits and highlighted some challenges with tailoring the reading activities to learners with varying levels of proficiency, they remained convinced that literature in the EFL classes can foster improved speaking, listening, reading, and writing skills.


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How to Cite

Talevski, D., & Shalevska, E. (2023). Exploring EFL Teachers’ Perceptions: Integrating Children’s Literature in the Language Classroom. International Journal of Education Teacher, 26, 26–30. https://doi.org/10.20544/teacher.26.04