Analyzing the Role of Classroom Activities in Teaching Poetry to ESL Learners

Abstract

This  study  investigates  the  activities  employed  by  English  teachers  in  classrooms  for  the instruction of poetry to ESL learners in Hazara Division, KP, Pakistan. The research is based on  a  survey  design  and  data  were  collected  through  classroom  observations  in  12  poetry classes across three colleges and one university. Observation checklists, adapted from Hwang & Embi (2007), were used as a research technique to systematically capture and analyze the classroom   activities   associated   with   six   instructional   approaches:   Information-Based, Paraphrastic,  Stylistic,  Language-Based,  Personal  Response,  and  Moral-Philosophical.  Each approach   was   characterized  by   specific   teaching   activities,   such   as   text   explanation, background  information  sharing,  paraphrasing,  linguistic  analysis,  group  discussions,  role-playing, brainstorming sessions, and moral reflections. These activities played a pivotal role in determining the nature of classroom interaction, the level of student engagement, and the extent  of  language  development  and  critical  thinking.  Data  analysis  was  conducted  using SPSS to calculate frequencies and percentages of observed activities, followed by Chi-Square tests to identify statistically significant differences between observed practices and teacher-reportedactivities. The findings revealed a diverse range of teaching activities, with a notable preference    for    teacher-centered    strategies    are    information-based    and    paraphrastic approaches, while learner-centered activities, such as group discussions and brainstorming, were less frequently observed. The study highlights the need for a balanced and interactive approach   to   poetry   teaching   that   fosters   deeper   student   engagement   and   critical appreciation.  The  research  provides  valuable  insights  and  practical  recommendations  for educators  and  policymakers  to  enhance  poetry  instruction  by  adopting  more  learner-centered and participatory teaching activities.