Résumé:
Indubitably, the main objective of teaching English literature through literary texts is to
help EFL students to appreciate the target literature and culture; to develop learners’
reading skills and sub-skills such as skimming and scanning; as well as to enlarge
learners’ vocabulary to help them communicate fluently in the target language. To
achieve these aims, most EFL teachers of literature have been, for long, focusing on
the use of literary texts as the main teaching tool for they always believed that an
EFL class should focus on mastering linguistic elements only. However, recent trend
in EFL teaching indicates the necessity of integrating new technologies and certain
ICT’s within literature classes because of its rich potential to provide an authentic
model of language use. Among these tools, one should note the audio short stories,
videos and computers which seem to be the most suitable teaching and learning
instruments due to their potential to create a sense of diversity in literature
classrooms; and thus, to enhance learners’ motivation to improve their interest,
knowledge and awareness of both English language and literature. All in all, the
purpose of our comparative study is to investigate about which of the two aforestated
strategies to teaching English literature is more motivational to EFL students,
also to familiarize EFL instructors of literature with the effectiveness of adopting new
technologies- based classrooms that the current technological era urges to use. For
this reason, data are collected by means of two research tools, namely the
questionnaire and the classroom observation. Ultimately, the analyses of the
research findings confirmed the main assumption that the present study has revolved
around. Based on the results obtained, pedagogical implications and
recommendations for further research are suggested.
