Abstract:
This study focuses on the effectiveness of the use of literature
among English as a Second Language (ESL) students. The purpose
of this study is to investigate whether poetry has an impact on
language teaching and learning in undergraduates in the English
as a second language (ESL) classroom. This study focuses on
poetry as a motivation factor and as a productive method to
practice language in the ESL classroom. The target population
was randomly selected from the second-year students who offer
Center for English Language Learning (CELL) as their core subject
for their degree program. The students were chosen at random
from the sample, with 20 individuals divided into two groups. After
the class, the first group was tested using non-literature content,
and their scores were recorded. The second group received the
identical instruction as the first, with the same test results. As a
result, after learning the lesson through a poem, the second group
was tested again, and their scores were recorded. They were also
given a questionnaire to gauge their degree of satisfaction. The
effectiveness of using poetry in learning and teaching was
examined by comparing the independent variables. When the
effectiveness of the employment of poetry in second language
learning students is measured, the outcome-oriented examination
shows no difference. There seem certain positive and negative
effects.
