Teachers’ Perspectives on using Literature to Teach English to Engineering Students

Abstract

English is a universally acknowledged medium for education, employment, and communication. In Bangladesh, the instruction of English as a foreign language (EFL) presents challenges, particularly for non-English majors in technical disciplines, such as engineering. This study examined the application of literature as a pedagogical instrument to improve the English learning experience of engineering students. This study examined English teachers’ perceptions of the use of literary texts to enhance core language skills - listening, speaking, reading, and writing - while simultaneously improving vocabulary, pronunciation, and grammar. A mixed-methods approach was employed to collect quantitative data from 65 English teachers at eight Bangladeshi universities and provide qualitative insights through written interviews with five teachers. These findings indicate that literary texts can substantially improve students’ engagement and language proficiency. Over 80% of the participants agreed that literature is a powerful tool for language development. Approximately 85% of respondents concur that literature cultivates critical thinking and advances the objectives of liberal education, including cultural awareness and ethical sensitivity. Teachers favoured short stories and poems because of their accessibility and universal themes, especially literature in English, from various global contexts. Despite these advantages, challenges include the selection of appropriate texts, insufficient teacher training, and a lack of institutional support. The research indicates that the literature possesses significant potential in EFL classrooms for non-majoring students and advocates for systematic implementation alongside appropriate professional development and curriculum alignment.