Constant improvement and adaptation are necessary for continuous progress. This holds true for the way English as a foreign language is taught not only in Slovenian schools, but all other EFL/ESL contexts, too. Coupling practical frameworks, guides, and examples with data and information collected from scholarly articles, papers, studies, and surveys, the thesis explores literature’s potential and positive contributions to the learners’ personal development as well as their level of language mastery. This work explores primary and secondary school students’ perceptions, expectations, and concerns with regard to literature in their EFL classes. Furthermore, the thesis investigates selection criteria for literary texts best suited for EFL/ESL classrooms and analyses the viability of graded readers as the primary option.
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