Page 112 - Getting of the fence

Chapter 5
5.3 Methods
5.3.1 Participants
Sixteen intact upper college EFL classes from 6 Dutch secondary schools participated in this study. All students (n = 356, average student age 17) were native Dutch speakers who were learning English as a foreign language and who were considered to be at upper-intermediate (B2) proficiency levels according to the Common European Framework of Reference (Council of Europe, 2001).
In Dutch secondary education, EFL is a compulsory subject where foreign language learning is firmly established and linked to learning outcomes by the Common European Framework of Reference (Council of Europe, 2001). However, the required literature component within the EFL curriculum is ill-structured. The only requirement is that teachers adhere to the following three core curriculum standards:
1. Students can recognize and distinguish literary text types and use literary terms when interpreting literary texts
2. Students can give an overview of the main events of literary history and place the studied works in this historic perspective
3. Students can report about their reading experiences of at least three literary works with clear arguments
(Meijer and Fasoglio 2007, p. 55)
Apart from these three core curriculum standards, however, teachers have complete freedom when it comes to the choice of literary works, the amount of time spent on literature, and the way literature is taught and tested.
5.3.2 Procedure
The data collection for this study comprised a student survey with Likert-scale statements, which was first piloted in one secondary school class (n = 28) in June 2015. Following the analyses of this pilot run, some items were reworded to improve comprehensibility. The final version of the questionnaire was administered in June 2016 and June 2017.
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