Résumé:
The present study investigated the role of literature-based instruction in enhancing EFL learners’ academic writing. It aimed at finding out whether written expression teachers use literature-based approach in the EFL classroom and the attitudes of both teachers and learners towards this approach. In order to achieve the objectives of this study one questionnaire was administered to fifty EFL master 2 learners, and another one was designed for teachers of written expression at the department of English at the University of Mohamed Seddik Ben Yahiya, Jijel. The findings of the research revealed that both teachers and learners have positive attitudes towards literature-based instruction which is used by a considerable number of written expression teachers to teach academic writing. They use literary texts as formal and thematic models through guided writing tasks. Insights into teachers’ views revealed teachers consider literature-based instruction effective in improving the coherence of EFL learners’ academic writing particularly thematic organisation. However, the use of this approach dictates a consideration of some factors before text selection and use such as students’ linguistic level and cultural background.
