Investigating the benefits of adopting the reader-response approach in the EFL literature classroom

Abstract EN

The Reader-response techniques are normally adopted in the classroom with the aim of encouraging students to interact with the text thus moving steadily towards critical appreciation of the text and literary competence development.

This article aims to discuss the significance of adopting the Reader-Response Approach and its effects on EFL literature students and on their literary competence.

The novel is the genre that was selected to address the issue.

The study employs a quasi-experimental design, using a control group and an experimental group, in addition to a students' questionnaire and students' documents' analysis as research tools, in addition to the selected literary text which is Wolitzer's “The Interestings”.

The findings suggest that the RRA does enhance students' literary competence and literary response to the novel, it frees the reader from traditional and conventional responses.