Young adult literature (YAL): An analytical study among selected efl teachers in jordanian public schools

Abstract

The purpose of this study is to shed light on Young Adult literature (YAL) in Jordan. Eleven English as a foreign language (EFL) teachers and 62 EFL students in Jordanian public schools participated in this research to first measure their awareness of the YAL and to evaluate the academic benefits of integrating English YA literature into the Jordanian public school curricula. A group of EFL instructors and EFL learners were interviewed using a semi-structured guide. The instructors' interview questions focused on demographics, definitions of YA literature, age classification of YAL, benefits, and challenges of using YA novel in Jordanian English curricula. Questions for the learners centered on demographics, definition and age classification of YAL, and the use of YA novels in the EFL classroom. The study revealed that EFL teachers' reliance on the official curriculum tends to remove innovation and creativity from their teaching and limit their opportunities to adapt the curricula to the competence and interest of their EFL students. The research also revealed that EFL students who read English YA novels developed necessary competencies in both the English language and daily life experiences. The results showed that most EFL teachers in this research paper asserted that English YA novels positively affected EFL students in Jordan. This effect led to increased motivation and engagement in EFL classrooms.