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| Format: | Recurso digital |
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Zenodo
2026
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| Online Access: | https://doi.org/10.5281/zenodo.20307351 |
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Table of Contents:
- <p><em><span>This study investigates the effectiveness of integrating learner-centered interests with exam-oriented pedagogical frameworks in enhancing student engagement in English literature instruction within an English as a Second Language (ESL) context. The research was conducted at Tashkent International University over a twelve-week instructional period involving 74 undergraduate students aged between 18 and 20, whose English proficiency ranged from B1 to B2 according to the Common European Framework of Reference for Languages. A mixed-methods classroom-based intervention was implemented, combining structured assessment tasks with thematically adapted literary content aligned with student interests. The findings reveal significant improvements in participation, memory retention, academic performance, confidence, and perceived relevance, alongside a marked reduction in anxiety levels. The study suggests that hybrid pedagogical models that combine structured assessment design with learner-centered relevance can effectively enhance both cognitive and affective dimensions of ESL literature learning, offering a practical approach to reconciling traditional literary instruction with contemporary learner needs.</span></em></p>