Traditional and Contemporary English Literature Teaching Methods in a Lebanese EFL academic context: A quasi-experimental study

Many university instructors face challenges in literature classes. Students get bored of long hours teacher-centred lectures, so they sign-in to the on-line class but neither participate actively nor interact. They rarely read assigned literary texts; instead, resort open access study guides and summaries available online. The aim this is examine impact integrating Traditional Contemporary Methods teaching English on students’ critical thinking skills, academic analysis, EFL communicative digital literacy their attitude value Literature. A quasi-experimental research conducted two sophomore classes (n=30) at a Lebanese university. adopted theoretical framework based on: constructivist cognitive apprenticeship, methods, skills. Data collection instruments employed are: (a) formative assessment scores pre, mid post intervention, (b) perception students (post intervention) (c) participation level students. Research findings reveal that mean shifted from M = 61.8 SD 9.3 M=72.4 6.89 intervention; perceptions were positive, markedly improved. Recommendations implications for further are discussed.