Abstract:
This study attempted to investigate the impact of literature-based ESL lessons conducted online in enhancing English-speaking skills and analyze the perceptions of the BSc undergraduates towards these lessons. Thus, a literature-based language programme was developed and conducted online for over 15 weeks for the third-year students who had registered for the English language programme of the Faculty of Science, University of Ruhuna. A questionnaire survey with open-ended questions was administered to a group of 50 third–year students selected using convenient sampling. Moreover, focus group discussions were carried out with 6 English teachers and classrooms were meticulously observed to get a better insight into the impact created by these lessons. The data accumulated was qualitatively analyzed. The responses of the participants revealed that English lessons based on literature were able to create a conducive teaching and learning atmosphere, which eventually enhanced active participation, intrinsic motivation, creative thinking, and attendance of the students while reducing their anxiety to a considerable level. Hence, it was evident that this would be an effective method to inspire language learners in improving their speaking skills. Nevertheless, language teachers should also be smart in exploiting the ideal literary texts to reap the best out of the approach.
