Exploring High School EFL Teachers' Perceptions of Integrating Literature into Communicative Language Teaching, A Gender-Based Study in Sanandaj District ۱

This small-scale exploratory study investigated high school EFL teachers' perceptions of integrating literature into Communicative Language Teaching (CLT) in Sanandaj District ۱, Iran, and examined potential gender-based differences. A descriptive-comparative design was employed with a small, purposefully selected sample of twenty participants (۱۱ female, ۹ male) who completed a mixed-method questionnaire. Quantitative data from Likert-scale items were analyzed using descriptive statistics and independent samples t-tests, while qualitative responses were examined thematically. Results indicated an overall positive teacher attitude (mean score = ۳.۸ out of ۵), with strong agreement on literature's role in enhancing cultural understanding (mean = ۴.۴) and student motivation (mean = ۴.۱). The primary obstacles identified were students' limited vocabulary, insufficient time, and exam pressure. Although nuanced tendencies emerged—with female teachers emphasizing emotional/cultural benefits and male teachers focusing on practical concerns—no statistically significant gender differences were found (p > ۰.۰۵). The study concludes that while Sanandaj's EFL teachers value literature in CLT, systemic barriers hinder its practical application. It is recommended that curriculum developers and teacher educators provide enhanced guidance, resources, and targeted training to facilitate the effective integration of literature within communicative language classrooms.

کلیدواژه ها:

Literature Integration ، Communicative Language Teaching (CLT) ، EFL Teachers ، Teacher Perceptions ، Gender Differences ، Sanandaj District ۱ ، Iran