Towards Humanistic Learning Literature in English: Students’ Perspectives on Challenges and Opportunities in Mixed Classes at the University of Rwanda

Abstract

A learning environment that promotes interaction and learners’ ownership of their learning is effective. Promoting this learning in literature in a second language benefits not only individual learners but also groups. While the 21st century research has been awash with new ideas on the significance of teaching literature, studies have found that literature in English is more of an opportunity than a challenge to foreign language learners. In this study, the researchers delve into learners’ perspectives on the challenges and opportunities of learning literature in English in mixed classes at the University of Rwanda, College of Education. Three issues have been focused namely students’ background and their interest in literature in English; challenges and opportunities of learning literature in English in mixed classes; and students’ perspectives on how the identified challenges can be addressed. Adopting a mixed-methods approach, this case study was guided by humanist theory, which emphasizes the learner as central and the teacher as facilitator. With a complement of diverse secondary sources, data was collected through interviews with four participants and a questionnaire administered to a convenient sample of 50 participants selected from 240 students. Through descriptive and thematic analysis, findings revealed that teaching literature in mixed classes offers more opportunities to learners than challenges. Results also highlighted that through mixed-ability classes, students’ English language skills improve, while it is generally little before they join higher education. The study recommends that literature should be used as a tool from primary to tertiary levels, especially in countries where English is pragmatically taught as a foreign language. Lecturers in the big literature class should apply humanistic principles so that they can create a supportive learning environment for diverse-ability students.