The Impact of Teaching English Past Tenses through Literature in Sudanese EFL Classrooms on the Promotion of Students’ Performance

Ezzeldin Mahmoud Tajeldin Ali, Abu Adam Osman Mahmoud Ahmed


This study attempts to examine the effect of using English literary texts in teaching the past simple and past perfect tenses of English as a foreign language (EFL) at the secondary schools' level, in Gadarif province, in Eastern Sudan. Teaching English through literary text was done adjacent to a school syllabus called Sudan Practical Integrated National English (SPINE) for comparison purposes. On the basis of an experimental approach, pre tests and post tests were taken by 85 students; 42 students were chosen for the experimental group and 43 for the control group. The purpose behind the pre-tests was to give information about the learners' knowledge of English grammar before any training took place. After the pre tests, the two groups attended language classes through two different methods (SPINE and Literature). The language classes continued for five weeks after which students in the two groups have taken post tests. Results obtained via the tests, revealed that the teaching of English past tenses through literature proved to be more effective than through SPINE. The experimental group has relatively higher scores in comparison to the control group. The computation of the coefficient correlation showed a significant difference.



Literary text, effective, effect, multidisciplinary

Full Text:



Alderson, J.Ch., C. Calpham, & D. Wall. (2005). Language Test Construction and Evaluation. Cambridge University Press, UK

Al Hassan, I., B. M. (2012). Multidisciplinary Curriculum to Teaching English Language in Sudanese Institutions. (A Case Study). Theory and Practice in Language Studies, 2(2), pp. 402-406

Al-Hassan, I. B. M. (2011). The portrayal of local and the international cultures in the Sudanese English Language Syllabus (SPINE). Global Journals: Human Social Science, 11(7).

Amer, A. (2003). Teaching EFL/ ESL Literature. The Reading Matrix, 3(2), 63-73.

Ali, E.M.T. (2011). Speech Intelligibility Problems of Sudanese EFL learners.(published PHD dissertation)

Arora, G.L. (2003). Sudan Basic Education Sub-Sector: Study Analysis of Curriculum and Suggestions for National Curriculum Framework UNESCO Consultant - ed/Bas/pe/2004/conf/I/H/2.

Arıoğul, S. (2001). Teaching of Reading Through Short Stories in Advanced Classes. (Unpublished M.A Thesis). Ankara: Hacettepe University.

Arthur, B. (1968). Reading literature and learning a second language. Language Learning, XVIII: 199-210.

Brown, H. D. (2000). Principle of Language Learning and Teaching. Addison Wesley, Longman, INC.

Brumfit, R. & Carter, R. (1986). Literature and language teaching.(ed). Oxford University Press

Brumfit, C. J., & Carter, R. A. (1986). Literature and language teaching. Oxford, UK: Oxford University Press.

Carter, R., R. Walker. & C. Brumfit. (1989). Literature and learner: methodology approaches. Modern English Publications and the British Counsel

Carter, R., & McRae, J. (Eds.). (1996). Language, literature, and the learner: Creative classroom practice. London, UK: Longman.

Collie, J & S. Slater. (1987). Literature in the language Classroom. Cambridge University Press, Cambridge, UK

Collie, J. & S. Slater. (1990). Literature in language classroom: A Resource Book of Ideas and Activities. Cambridge: Cambridge University Press.

Elklic, G., ErGgen, G. E., Kayintu, A & Karaca, H. (2011). The Use of Literature in Teaching English Grammatical Structures as well as Some Linguistic Components: 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo.

Falvey, P. & P. Kennedy. (2006). Learning Language through Literature: A source book for Teachers of English in Hongkong Oxford University Press .

Kellem, H. (2009). The Formeaning of Response Approach: Poetry in the EFL Classroom”. English Teaching Forum, 47(4), 12-17.

Krashen, S. (1982). Principles and Practice in Second Language Acquisition. New York: Prentice –Hall.

Maley, A. (1989). Down from the pedestal: literature as a resource. In Brumfit, C.J. & Carter, R.A. (Eds.), Literature and the learner: Methodological approaches (pp. 10-23).London: McMillan.

Little, Wood, W. T (1986). Literature in the School Foreign Language Course.» Literature and language Teaching Ed. C. J. Brumfit and R. A. Cárter.

Sptratt, M., A. Pulverness & M. William. (2007). The TKT Course. Cambridge University Press

Smita A. & M.A.Mujumdar. (2010). Teaching English Language and Literature in Non-Native Context, Language in India V (10)

Ileen, A., Morsales, C. , Jones, C. Carmen, Yahya, N. & Zainunddin H. ( 2011). Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms," 3rd ed. © 2011 Kendall Hunt Publishing

Rai , A. (2012). Use of Literature in Teaching English. International Journal of Educational Research and Technology IJERT: Volume 3 [3] September 2012: 71 -80.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.