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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

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New Challenges in Accounting and Finance

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Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

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Artificial Intelligence Knowledge Development

Although formerly a cornerstone of language learning, literature became less popular with the rise of communicative language teaching, which prioritizes interaction. However, engaging stories remain a powerful motivator, recognized as a key factor in successful language development. Literature serves as a valuable tool for both teachers and learners. Educators can use literary texts to enhance all four language skills, comprehension, and language awareness, while students benefit from enriched vocabulary, grammar development, and cultural exposure. Additionally, literature fosters critical thinking by immersing learners in diverse perspectives. This paper advocates for a renewed appreciation of literature in language education through an integrated approach. It outlines key components of this method, discussing essential concepts such as translation, simplification, metalanguage and copyright concerns. The study also explores limitations, suggests areas for further research, and considers implications for teacher training. Ultimately, it envisions a future where literature regains its role as a highly effective resource for language learning.

lter.2025.02.03.pdf

Perspective Article

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An Integrated Approach to Using Literature to Learn Language (L3): A Guideline for Language Teachers

This case study, conducted at a Palestinian university, explored the language learning strategies employed by learners of English as a foreign language and the relationship with proficiency. Furthermore, since gender is often considered a major variable in learning success in some areas of the world, the study wished to explore the role of gender in strategy use and level of proficiency in the Palestinian context. The study included 109 (41 male, 68 female) students studying in English preparatory courses prior to entering the university. The data were gathered through an original 60-item language learning strategy questionnaire, modelled to some extent on the Strategy İnventory for Language Learning or SILL (Oxford, 1990) and constructed from material contributed by the students themselves. The results indicated that students reported medium to frequent strategy use, which was not significantly related to proficiency level, and there were only three significant gender differences according to strategy use, in favor of the females. This suggests that gender is not a salient influence in these students' strategy use or levels of proficiency. This article concludes by suggesting implications both for the immediate context of the study and also for environments beyond the location of the current study.

ltrq.2024.41.05.pdf

Original Research 

ltrq.2024.41.05.xml

Language Learning Strategies, Proficiency And Gender: The Case of Palestinian University Students

Guest-editors: 
Carol Griffiths, PhD, Girne American University, North Cyprus
Hassan Mohebbi, PhD, Independent Researcher, Turkey







Special Issue: In Honour of Rebecca L. Oxford’s Contributions to Language Learning Strategies, Language Teaching, and Peacebuilding

I first got to know Rebecca when I was researching a topic for my own PhD back in the 1990s. As anyone who has trodden this path will know, trying to find something novel, feasible, and about which one can be sufficiently excited to sustain the enthusiasm through the hours of work involved, is no easy ask. Then I came across an article on language learning strategies by John Green and Rebecca (1995) in a journal which had recently arrived in the Auckland Institute of Studies (AIS) library, where I was working at the time, and I knew this was it. I wrote to Rebecca asking for permission to use the SILL (Strategy Inventory for Language Learning) in my thesis, permission which she unhesitatingly gave, and which resulted in the completion of my thesis some years later (Griffiths, 2003). She also invited me to join her on conference presentations, a number of which we have done together in many places around the world in the years since. There have also been a number of joint publications, such as the special issue on language learning strategies with System (2014).

ltrq.2024.41.01.pdf

Review Article

ltrq.2024.41.01.xml

Editorial: In Honour of Rebecca L. Oxford’s Contributions to Language Learning Strategies, Language Teaching, and Peacebuilding

As I have discovered, a special issue covering the work of Jack Richards is a mammoth task. In the years that he has worked in language development, he has covered so many different aspects of the field, it is difficult to know where to start…

A-LTRQ-22-00265-SI-JCR.pdf

Comments to Editor

ltrq.2023.33.01.xml

Editorial: In Honour of Jack C. Richard’s Six-decade Contribution to Language Teaching

Guest-editors: 
Carol Griffiths, PhD, Girne American University, North Cyprus
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of Jack C. Richard’s Six-decade Contribution to Language Teaching