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dc.contributor.authorCalafato, Raees
dc.contributor.authorSimmonds, Kevin
dc.date.accessioned2022-11-09T09:49:13Z
dc.date.available2022-11-09T09:49:13Z
dc.date.created2022-11-01T06:14:19Z
dc.date.issued2022
dc.identifier.citationCalafato, R. & Simmonds, K. (2022). Linkages between literary response, aesthetic competence, and literary competence in the EFL classroom. Studies in Educational Evaluation, 75, Artikkel 101214.en_US
dc.identifier.issn0191-491X
dc.identifier.urihttps://hdl.handle.net/11250/3030881
dc.description.abstractDeveloping students' literacy skills and intercultural competence via literary works has become a key component of foreign language (FL) curricula at the primary, secondary, and tertiary levels in many countries. In FL classrooms, the use of textual literature can also sometimes be complemented by multimodal literature like graphic novels and picture books, which are useful in enhancing the ability of students to interpret, synthesize, and analyze information from multiple media simultaneously. This article reports the findings from an online questionnaire-based study involving 265 university students in France who were studying English as an FL alongside their degree programs. The study explored their reported literary reading response, literary competence when reading textual and multimodal literature, aesthetic competence, and the extent to which their aesthetic competence and literary response predicted their literary competence. The findings indicated that participants’ literary response drew strongly from Story-Driven Reading while their literary competence was significantly lower for textual literature than for multimodal literature. Moreover, their literary competence was statistically significantly predicted by certain components of their literary response and, to some extent, their aesthetic competence.en_US
dc.language.isoengen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleLinkages between literary response, aesthetic competence, and literary competence in the EFL classroomen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 The Author(s).en_US
dc.source.volume75en_US
dc.source.journalStudies in Educational Evaluationen_US
dc.identifier.doihttps://doi.org/10.1016/j.stueduc.2022.101214
dc.identifier.cristin2067087
dc.source.articlenumber101214en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal