ExploringEFLTeachers’AttitudestowardstheIntegrationof Fantasy LiteratureinEFLPrimarySchoolClasses CaseStudy:PrimarySchoolTeachers Universityof LaghouatDepartmentofEnglishLanguage

Abstract

ThestudyaimstoidentifyhowthefantasygenrecanrevolutionizetheEFLlearningprocess forchildrenasitfostersinterest,learning,andaccomplishment.Theparticipantsofthestudy are23EFLprimaryschoolteachersfromdifferentregionsinAlgeria.Theaimofthestudyis toexploreEFLteachers’viewstowardsusingthisliterarygenreinEFLprimaryschool classrooms.Forthispurpose,qualitativeresearchdesignwaschosenbymeansof questionnairesandstructuredinterviews.Thefindingsrevealedthatteachersperceivetheuse offantasiesinprimaryschoolclassroomsasabeneficialteachingtoolbecauseitmotivates learnerstolearnandthisinturnmaketheirlessonsmoreenjoyableascomparedtothe traditionalmethodsofteaching.Inaddition,teachersbelievethattheuseof literarytextsin fantasyliteratureenricheslearners’understandingoftheliteraryworksandenhancestheir motivationtolearn.Also,teachersviewthat theuseofthisliterarygenrecanhelplearnersto acquirevocabulary, andatthesametimedeveloplanguageskills,culturalawareness,critical thinkingcreativityandsocioemotionaloutcomes.Theseresultscallformoreresearchthat seekstoinvestigatehowfantasyliteraturecanbeeffectivelyintegratedinprimaryEFL learningenvironments,developingteachertrainingprograms,andexploringtheimpactof specificliterarygenressuchasfairytalesorepicfantasy.Additionally,researchshould exploretheprocessesofdevelopingteachers’qualifications,learners’outcomes,andperform culturalandcross-analysistoofferampleinsightsintovariouseducationalaspects