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This study was conducted to determine the effectiveness of suggestopedia in teaching literature to Grade 11 students at Zapatera National High School, Cebu City, during the 2022-2023 academic year. Using a quasi-experimental design with 60 students divided into control and experimental groups, the study compares pretest and posttest performances. The experimental group received instruction through suggestopedia, while the control group followed traditional lecture-based methods. Both groups showed improvement in posttest scores, but the experimental group achieved significantly higher results. These findings suggest that suggestopedia enhances literature instruction, making learning more enjoyable and meaningful, and fostering a deeper understanding of the material. This serves as the foundation for a proposed action plan to integrate suggestopedia into literature teaching practices. [ABSTRACT FROM AUTHOR]

The plots of soft-boiled novels usually offer a game of riddles and puzzles that challenge the reader. That is why it has been easier for structures to be adapted to new dimensions. Through interactive literature and transmedia narrative, the aim is to explore how this genre has been transferred to other works in different formats. The study will address some concrete examples to finally show the design of an interactive and transmedia product with the purpose of teaching literature to high school students. The research does not aim to show a learning process but the design and development of a game to learn.

This study explores the impact of incorporating the stylistic method and diverse pedagogical approaches on students' understanding and appreciation of literary works, specifically focusing on the works of Charles Dickens. This research used a mixed-methods approach, combining qualitative methods such as observation, surveys, and text analysis with quantitative methods involving statistical analysis. The quasi-experimental design selected undergraduate students purposively based on their literary background, with Charles Dickens' notable works serving as key resources. Pre and post-tests are administered to experimental and control groups to measure the impact of language style instruction. Results indicate that the experimental group, exposed to language style teaching, outperforms the control group in post-teaching comprehension tests. Studies show that teaching students about language styles helps them unlock the meaning of literature. Questionnaire data demonstrate high student satisfaction, increased confidence, improved critical thinking, and enhanced analytical abilities. The adaptability of Dickens's novels to various learning styles contributes to a more inclusive learning environment.

Literary Theory is not an autonomous discipline. The main proposition of this article falls within the context of the Traveling Theories project. Histories of Literary Theory in Brazil and its correlations with Latin America (1986-2000). It is about identifying and analyzing the devices for legitimizing changes and tensions between fields of force in the context of the Literary Theory discipline at a Brazilian university in the period of political redemocratization. The focus is on the tensions observed between Literary Theory understood in the new democratic environment as practices and ways of reading and theory committed to rejecting ethnocentrism in culture. This article demonstrates the preliminary results of the first two years of work with the project, in which was studied the institutionalization process of the discipline during the years 1996-2000 in the Literature courses at the University of São Paulo and the Federal University of Santa Catarina. [ABSTRACT FROM AUTHOR]

Copyright of Pensares em Revista is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We extend research on social annotation in education by implementing a new annotation technique in the literature classroom. Over the course of one year, we invited students to socially annotate literary texts using emojis that reflected their affective responses to those texts. This approach was inspired by new functions of social annotation systems, discussions of affective pedagogy, and developments in literary theory. We used a coding scheme linked to the literary theory of Rita Felski to analyse students' annotations and theorise our results. Via surveys and interviews, we inquired into students' experiences of this annotation strategy. Students evaluated the experience positively, and our analysis suggests that this practice made contributions to their learning which align with Felski's account of literary "attachment". We conclude that annotating literature with emojis provides a concrete means of implementing affective pedagogy in literature education. [ABSTRACT FROM AUTHOR]

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching literature enhances sensitivity to life's values across diverse cultural expressions, while culturally grounded English aims to instill an appreciation for these values. Environmental themes in literary works underscore safety and sustainability and promote public awareness and appreciation for environmental preservation. The article explores how mobile-assisted learning can enhance students' understanding and appreciation of environmental themes in literature within the context of English as a Foreign Language (EFL) classrooms. This study is qualitative research, using semi-structured interviews and questionnaires as the instruments by which the data were collected. Involving 32 English Education Department students, this study presents information about mobile-assisted learning (MAL) applications in teaching literature. As a result, through the MAL model, students engage in various activities in the classroom, such as reading, writing, discussing, and presenting ideas. Students' enthusiasm indicates their deep understanding of the effectiveness of the MAL learning model for visual attraction and clarity. It provides visual information about the dangerous effects of environmental damage. This could be seen in their responses to sadness, worry, anxiety, and anger. Further research could use this finding as a new starting point to explore specific mobile apps' effectiveness, long-term impacts on literary awareness and appreciation, comparative studies across different age groups, and the role of teacher facilitation in mobile-assisted EFL literature instruction.

This study deeply examines the lived experiences of English teachers in teaching literature under new normal. It aims to unveil and identify common responses from the participants' experiences, coping mechanisms and gained insights on aforementioned phenomenon. The participants of the study are Senior High School English teachers both came from public and private institutions in the province of Davao de Oro who were able to teach literature subjects during the phenomenon irrespective of major of specialization. This qualitative study used phenomenological design with seven (7) participants from in-depth interview and another seven (7) participants from focus group discussion. There are fifteen (15) themes interpreted according to the notion of transactional distance theory. During pandemic, English teachers confronts challenges in teaching the subject such difficulty in instructing literary interpretation, unresponsive students in accomplishing literary tasks, inability of the students to contextualize literary interpretation, however, the participants also considered the pandemic period helpful towards discovery of teaching strategies such as utilization of media in facilitating literary assessment whether it is authentic, collaborative, or written-based activities. The result of the study reveals that physical separation has brought gap to interaction yet helps broaden opportunity of English teachers to discover the advantage of technology in reaching out students amidst pandemic. [ABSTRACT FROM AUTHOR]

Teaching English provides the possibility for raising students' awareness of global issues. By bringing relevant global issues into the classroom, teachers can provide students a rich array of activities and topics that increase their engagement with diverse cultures, issues of local as well as global importance. This study explored the integration of the Sustainable Development Goals in English language and literature teaching in a state university laboratory school in the Philippines. It focused on the learning experiences and feedback of pre-service teachers and junior high school students on the integration. The phenomenological research design, the interview and focus group discussion were utilized. For a concise description of themes and patterns relevant to the phenomenon, thematic analysis was done after the data gathering. Four dominant themes were revealed in the learning experiences of the teaching interns during the study: Designing for Concrete Action; Applying the Interdisciplinary and Contextualized Approach; Nurturing a Participatory Attitude; and Fostering Personal Accountability. The feedback of the learners on the SDG integration included themes such as Empowerment to Take Initiative, Gaining Meaningful Learning, and Developing a Whole-School Approach. The Integration of SDGs in the English classroom provided a range of benefits for both pre-service teachers and students. Students were given the tools to expand their learning and develop the capacity to proactively address a variety of problems. They were encouraged to view these issues as their own, fostering a sense of ownership and purpose, rather than merely striving for knowledge and comprehension. [ABSTRACT FROM AUTHOR]

In this essay, four teacher educators explore their journeys towards foregrounding students' lived experiences when teaching literature. Data about our teaching of literature in different contexts were generated through our personal reflective narratives and ensuing dialogic critical friend conversations. Inductive thematic analysis of the narratives revealed that in spite of our diverse initial teaching contexts and trajectories, we initially all taught in much the same teacher-centred way. We also came to the realisation, however, that over the years our informal conversations had played a role in our teaching, allowing us to move beyond our educations. Collaborative teaching relationships developed out of incidental corridor conversations and these have been instrumental in reshaping our teaching of literature, enabling us to make literary texts relevant to societal issues and the lived experiences of our students. [ABSTRACT FROM AUTHOR]

Do you feel like reading or do you not want to read? Ideas about reading enjoyment in a project which promotes reading at Swedish preschools. The article discusses how ideas of reading enjoyment affect the practical and pedagogical practice through a project to promote reading at four Swedish preschools. Based on interviews and observations collected over a three-year period we highlight three areas where ideas about reading enjoyment are visualized in the teaching of literature: literature, play, and learning through reading enjoyment. The study shows that access to literature alone does not necessarily lead to children’s voluntary reading unless preschool teachers also take an active initiative. Likewise, play can be a pleasurable way to start reading if the adults provide some guidance. The study also notices a discrepancy between preschool teachers’ ideas of reading enjoyment and learning, which may result in the opting out of voluntary reading unless it is explicitly supported in the policy documents. Measures in the form of pedagogical education, and goals concerning literary didactics therein are proposed.

The text briefly recounts the history of the meeting of Cristina Rossi, a teacher from an Italian vocational school, with Russian philologist Tatiana Kasatkina and the value of their interaction for the Italian school system.

Teaching English provides the possibility for raising students’ awareness of global issues. By bringing relevant global issues into the classroom, teachers can provide students a rich array of activities and topics that increase their engagement with diverse cultures, issues of local as well as global importance. This study explored the integration of the Sustainable Development Goals in English language and literature teaching in a state university laboratory school in the Philippines. It focused on the learning experiences and feedback of pre-service teachers and junior high school students on the integration. The phenomenological research design, the interview and focus group discussion were utilized. For a concise description of themes and patterns relevant to the phenomenon, thematic analysis was done after the data gathering. Four dominant themes were revealed in the learning experiences of the teaching interns during the study: Designing for Concrete Action; Applying the Interdisciplinary and Contextualized Approach; Nurturing a Participatory Attitude; and Fostering Personal Accountability. The feedback of the learners on the SDG integration included themes such as Empowerment to Take Initiative, Gaining Meaningful Learning, and Developing a Whole-School Approach. The Integration of SDGs in the English classroom provided a range of benefits for both pre-service teachers and students. Students were given the tools to expand their learning and develop the capacity to proactively address a variety of problems. They were encouraged to view these issues as their own, fostering a sense of ownership and purpose, rather than merely striving for knowledge and comprehension.

Preparing and compiling a comprehensive educational curriculum is closely related to the writing of textbooks. Following educational goals, the periodization of Persian literary history can provide a theoretical framework for Persian language training programs for non -natives. In this paper, we argue over a particular approach to this periodization. The periodization is based on the reverse historical order, literary genre, literary form, and figures. These criteria are moving in reverse historical arrangements from the contemporary period to the past and narrating the variety of literary forms and genres around prominent poets and writers of each period. To evaluate the function and the validity of this approach, the produced content (the book: The Living Tree) was taught to two groups of non -native students of the Persian language (intermediate and upper -intermediate levels) and the results of a survey on their learning were analyzed. The analysis showed that both levels are satisfied with the resulting educational content . [ABSTRACT FROM AUTHOR]

Copyright of Italica Belgradensia is the property of University of Belgrade, Faculty of Philology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching literature equips learners with the knowledge and skills of appreciating literary works. Learners are expected to be able to feel and enjoy the beauty of literary works. Teaching literary appreciation still experiences obstacles due to limited time allocation and teacher skills. Such constraints occur in face-to-face teaching of literature appreciation, and are likely to occur in open and distance learning. It is very interesting to study considering that teachers and students in open and distance learning do not meet face-to-face in the classroom. This article describes the teaching of Indonesian literature appreciation in open and distance education. The method used is descriptive qualitative. Data were collected from the subject matter books of PBIN 4213 Poetry, PBIN 4217 Drama, and PBIN 4219 Teaching Literary Appreciation, as well as archives of their teaching implementation at the Universitas Terbuka. The teaching materials from the three subject matter books were analyzed and juxtaposed with the teaching process delivered through asynchronous online tutorials. The results of the analysis show that teaching Indonesian literature appreciation can be implemented in open and distance universities through online tutorials.

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper provides a diachronic overview of curricula for Serbian Language and Literature courses in secondary schools from 1990, when comprehensive secondary schools were reinstated into the education system of the Republic of Serbia, to present day. The structure and contents of the literary elements were monitored, analyzed, and contrasted. The aim of the curricula analysis in the indicated period is to ascertain and explain the positive and negative aspects of previous reforms to which literary content was exposed, and to, in accordance with the obtained results, draw appropriate conclusions and provide recommendations for their future improvements.

Teaching literature is a complex and challenging task, particularly because of the multiple interpretive possibilities of literary texts. It is even more so when teaching English poetry to learners for whom English is a second language. Further, Literature has been traditionally been a subject that needs the presence of a teacher to assist students in their quest to read for deeper understanding and interpretation of texts. This study investigated second-year undergraduates’ perceptions on learning T.S. Eliot’s epic poem The Waste Land - a notedly difficult text to access, owing to its length as well as the need for compulsory background reading on history, mythology, Eastern and Western philosophy and the Classics - via both an online intervention and an in-person Day School, using a qualitative research design and in-depth semi-structured interviews. The study found that the BA in English and English Language Teaching students view the online component of the course as useful but supplementary in its function, that online learning cannot replace the teacher in a physical classroom and that they prefer the physical presence of a teacher when attempting to read, understand and interpret the literary text. However, they value the online component especially when it facilitates feedback on writing about Literature, and when it offers language-related feedback with regard to assessments.

Gil Vicente was one of the three portuguese poets (along with Luís de Camões and Fernando Pessoa) to whom D. Cleonice Berardinelli dedicated the most attention, reflection and reading passion. There are countless studies on the "comic poet", and some of his contemporaries, published in classes, lectures, articles, books etc. In her Lattes we can follow this journey at least from the beginning of the 1940s, when, if I'm not mistaken, she ventured into a scenic exercise around the playwright's work, until the beginning of the 2010s, when she relaunched a new and revised edition of her excellent selection of Vicente's plays. Throughout more than half a century of dedication, many of the themes, characters, uses of language and dramatic strategies that Gil Vicente used were subject to the attentive and critical eye of D. Cleonice Berardinelli. As she herself defined, there were countless "micro-readings" of the Portuguese playwright's work. In an effort to synthesize, I aim to remember and discuss the lines of force of these "micro-readings", seeking to reveal the marks of this view and understand what he seeks to show us in Gil Vicente's work. [ABSTRACT FROM AUTHOR]

The main purpose of this article is to present the definition of the author's term “collaborative-interactive teaching methods”. In addition to deriving this definition, six collaborative-interactive methods will be presented in a practical-applied plan. This would give the primary teachers the opportunity to apply them when teaching the “Literature Education” section of the complex school subject Bulgarian Language and Literature. The specific thing about the methods is that they are unpopular and innovative for the Bulgarian primary school. The main methods that were used in that scientific research are theoretical analysis and theoretical synthesis of over 250 methods, from which six were selected and modified. [ABSTRACT FROM AUTHOR]

This paper enriches theoretical concepts (such as transitional objects, the objective correlate and deautomatization procedures) with personal experiences from cultural promotion work with children. This public is considered as agents trained to build knowledge, the teacher as a mediator or facilitator of learning, and the book as a meeting point that requires approximations according to the current era. [ABSTRACT FROM AUTHOR]

In this paper, we explore the topic of teacher education focused on teaching literature through a discursive analysis of interactions between two prospective teachers (undergraduate students) in a teaching, research, and extension project. Drawing on Sociodiscursive Interactionism and studies on literary literacies/literature literacy, we interpret the representations of teaching act concerning reading workshops conducted with students in a primary school. The analysis allows us to affirm that the participants are appropriating socially available pre-constructed knowledge and undergoing processes of awareness-raising regarding models of action that prioritize discursive communication and the aesthetic and ethical dimensions of interaction between primary school students and literary texts. We observe that this type of analysis during initial teacher education can help understand how prospective teachers discursively construct their professional knowledge in assigning meaning to teaching literature. [ABSTRACT FROM AUTHOR]

This article provides an overview of the scenario of textbooks in Brazil, marked by the National Book and Teaching Material Program (PNLD). The analysis focus is on the PNLD 2020 call notice and on the advances and challenges regarding Portuguese and literatures textbooks. Supported by Dialogic Discourse Analysis (ADD) assumptions, the text traces a history of PNLD and presents a discussion about the textbook market in Brazil. The analysis of the PNLD 2020 call notice is in comparison with recent research on challenges and perspectives regarding the teaching of languages in textbooks, among which Silva and Pereira (2018), Paim (2018) and Amorim (2017). The results point to advances in aspects such as care regarding stereotyped representations and respect for legislation and official documents. The challenges are still present, especially in the space that the materials allocate to black and indigenous literatures and to critical student positioning. [ABSTRACT FROM AUTHOR]

Copyright of Icelandic Journal of Education / Timarit um Uppeldi og Menntun is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The nature of English as a school subject – and particularly English literature – is a longstanding issue of debate for practitioners and researchers internationally. One dimension of this concerns the forces that shape the diet of literary texts that students are fed. In this study, we draw on the ecological model of agency to interrogate the factors which influence how teachers choose literary texts for whole class teaching. Dimensions of agency are used as lenses to reveal the complex ways in which values and beliefs, structures of authority, material resources, and identities shape the selection of books, plays and poetry that are taught in English. By looking across these dimensions, we identify important questions which contribute to the debate: who should have agency to choose the texts taught; how does teacher agency influence students' experiences of English literature; how far should we expect these experiences to be standardised? [ABSTRACT FROM AUTHOR]

The teaching of literature (and at the same time the teaching of the history of national literature) together with education in the field of the mother tongue has always been one of the key areas of education in the Slovak school system, therefore they have always received due and even special attention. Literary education (teaching literature) is a specific school process of literary communication and metacommunication, which can be interpreted in two ways in secondary school conditions: the first represents literary education as a traditional and stable part of the subject Slovak language and literature. Its goal is to prepare the pupil for the maturita exam. The second view presents literary education as a way to search for the meaning of human life through a functional chain of reception and interpretation of artistic texts. A fundamental problem of current education in the field of literature is the transfer of information from the latest scientific research into school practice. Another long-term and permanent problem of teaching literature at Slovak grammar schools and secondary schools is that literary education practice overestimates the informative component of the curriculum focused on memory acquisition. The paper introduces and discusses the number of theoretical and practical problems which arise in connection with the above-mentioned problems, as well as with teaching literary analysis and organizing the complex of tasks related to the meaningful reading of literary texts.

In Russia, for many years, society and media are talking about the loss of literary centrism and the crisis of reading among young people. This article will be devoted to the problem of school reading, amateur interpretations of school classics in social networks, problems of the school system which are trying to being solved by bloggers and ways of successful Internet formats incorporation into the educational process. The modern Internet offers a large number of forms of interpretation of literary school classics, both professional and amateur, including those created by modern high school students. In a process of analyzing amateur content, we faced some problems that students are dealing with during their study and which they are trying to solve on their own: the lack of both an opportunity to show their creativity and understanding the pragmatic significance of literature, a very complex and “dry” language of presentation of educational material, topics for discussion that are not suited with student’s interests, age and life experience etc. The article focuses on a type of content called “aesthetics” which is almost unknown among the academic society but being extremely popular on the Internet nowadays. We’ve tried to describe rather succinctly the essence of this phenomenon and the constructive principles of the “aesthetics” post formation. Since the topic of literature has been actively developed in the segment of educational aesthetics and, in particular, starting to become very popular in the “Dark Academia” aesthetics society gowning its popularity during COVID-19 pandemic, we considered it necessary to briefly characterize this aesthetic basics before going into various types of literary “aesthetics”, the goals and objectives of their creation, their pragmatic value in the analysis of literary works and the study of biographies of authors, as well as practical recommendations for teachers who would like to work with “aesthetics” in their classes. The research materials can be used both for the development of literature classes and for further research on the ways of modern interpretation of the classics.

This essay defends the thesis that the teaching of literature, in basic schooling, is a tool for the formation of citizens who are conscious and aware of their place in society, which, in turn, is the pillar that drives the uprising of the working class against its oppressed condition. We make use of theoretical considerations about literary reading that argue that the act of reading literary texts stimulates exotopia and otherness, important assumptions for the visualization and critical analysis of reality. The conclusion is that, precisely because it represents a threat to the maintenance of the status quo, the teaching of literature has been marginalized in an educational project that aims to strengthen the neoliberal socioeconomic system. Therefore, teaching literature, besides being a gesture of resistance against the oppressive movement, turns the teacher into a social agent in the struggle for the possibility of preserving the act of hope in his students. [ABSTRACT FROM AUTHOR]

Copyright of Pensares em Revista is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses literary formation in school, considering the curricular guidelines that converge for the formation of readers not only from a pragmatic nature, but, above all, from an aesthetic and sensitive order. It discusses the subjective reading, the development of the capacity of fruition, the pedagogical practices and the policies of access to the dimensions of art. It also analyzes how the Common National Curricular Base (BRASIL, 2018; 2019), despite allocating a field to literature, fails to give a more consistent reflection on the specificities surrounding the reading of literary text and what can be developed in practice for the formation of readers of literature. Finally, we analyze a short story by Guimarães Rosa, studying the possibilities of mediation for the teaching of literary reading.

This paper aims to reconstruct the phases and the development of a didactic module created in the spring of 2020, when schools were closed due to the health emergency, and e-learning was introduced in a second year class of a lower secondary school. The focus is on reading, analysing and creative re-writing of two literary classics, Orlando furioso and Don Quixote de la Mancha.

Copyright of Fabula - LhT is the property of Fabula and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching English language through literature has never been an easy task. Teachers have to have special skills to draw a picturesque description of the images, events, characters, personalities, events, emotions, meaning of dialogues (both under and above the surface), the plot, etc. in front of the students. Sometimes this colorful description makes the piece of text worth reading and sometimes it just draws a greyish, blurry diagram of something that is merely visible but not intelligible. This papers investigated the impact of teaching literature through visual aids. The research was carried out in a private school on two sections of 5th grade students, who were selected based on purposive sampling technique. Each class comprised of twenty students and the groups were divided into experimental and controlled. The controlled group was taught a piece of literature using the conventional method i.e. reading, explanation of the text, meanings of difficult words and written assessment of the students to check the comprehension of the text. The experimental group, besides going through the same process, after going through the pre-interventions assessment phase, watched a video of the same text. The teachers ensured to select a video which did not have variations from the plot. The assessment was on the standard questions given in the text book. It comprised of explanation of difficult words, MCQs, True and False statements and questions and answers. The pre-test analysis of the received data revealed that the mean score of Group A was 26.05 where the range remained from 16-32 and pretest results of the treatment group and the mean score of this group was recorded as 25.7 which was closer to the mean score of the controlled group whereas the range of Group B was recorded from 17-30. The scores of the Controlled group in the post test achieved by both the groups were raised from 26.05 to 26.30 with the marginal difference of 0.25 marks. However, in the posttest results the mean score of the treatment group was over 33 as compared to their pretest mean score of 25.7. The difference after the treatment in the mean score around 8 which shows that the overall performance of the group increased significantly. The research concluded that teaching literature using visual aids has a positive impact on the students. The researcher also recommended to apply this research on other levels as well to achieve the generalizability of the research. [ABSTRACT FROM AUTHOR]