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    Language teachers' perceptions on the integration of literature into EFL teaching
    (Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü, 2024) Öztürk, Feyza Nur; Sarıçoban, Arif
    This study explores the attitudes and perceptions of English as a Foreign Language (EFL) instructors in Italy and Turkey towards integrating literature into language teaching. The research investigates the perceived benefits and challenges associated with incorporating literary texts in EFL curricula, aiming to uncover both shared perspectives and distinct contextual differences between the two countries. A descriptive-comparative quantitative approach was employed, utilizing a questionnaire developed by Ögeyik (2007) with 88 EFL instructors from various state universities evenly split between Italy and Turkey. The findings reveal a strong consensus among Turkish and Italian EFL instructors on the benefits of integrating literature into language teaching. They view literary texts as multifaceted tools that enhance language learning by improving cultural competence and vocabulary development. High agreement on literature's role in extending cultural competence and vocabulary enhancement underscores its potential to expose learners to diverse cultural perspectives and complex linguistic structures. Both Turkish and Italian instructors perceive a significant connection between analyzing literature and fostering creative thought, endorsing the notion that literature makes language learning more enjoyable and meaningful. Despite overall positive attitudes, challenges such as difficult vocabulary and comprehension of implicit texts are noted. Comparative analysis highlights slight differences between attitudes towards literature integration. Turkish instructors find literary vocabulary more challenging, whereas Italian instructors emphasize difficulties in comprehending implicit texts and conducting literary analysis. Overall, the study underscores the universal endorsement among Turkish and Italian EFL instructors for integrating diverse literary genres into language instruction, with notable enthusiasm for short stories and novels. The research contributes valuable insights into effective EFL teaching practices, emphasizing literature's potential to foster language proficiency and cross-cultural understanding. Moreover, it underscores the importance of context-specific considerations in curriculum development and teacher training to optimize the integration of literature into EFL education.