IMPROVING STUDENTS’ ENGAGEMENT THROUGH THE PROGRESSION OF READING, WRITING, AND PRESENTING IN STUDYING LITERATURE

Abstract

This study was conducted to examine the implementation of a pedagogical approach called the progression of reading, writing, and presenting in studying American and British Literature among English majors at the Foreign Trade University. By drawing upon the principles of studentcentered learning, this study investigated the impact of this approach on students' levels of engagement. Within the framework of Fredericks et al. (2004), this study was expected to shed light on the current state of students' behavioral, emotional, and cognitive engagement with the course through a comprehensive analysis of 38 students' responses obtained from multiple sources, including questionnaires, self-reports, and interviews. The findings revealed a comprehensive understanding of students' engagement in learning American and British Literature and suggested effective strategies for enhancing student engagement in literature courses.