INTEGRATING LITERARY TEXTS INTO EARLY FOREIGN LANGUAGE EDUCATION: A MIXED-METHODS INVESTIGATION OF LEXICAL, COGNITIVE, AND AFFECTIVE OUTCOMES IN PRIMARY CLASSROOMS
DOI:
https://doi.org/10.5281/zenodo.20532420Ключевые слова:
early foreign language education, literary texts, vocabulary acquisition, reading comprehension, learner motivation, primary ELT, mixed-methods research, narrative pedagogyАннотация
The integration of age-appropriate literary texts into early foreign language (FL) education has been widely
advocated pedagogically; however, empirical evidence regarding its multidimensional impact remains fragmented. This
study examines the effects of a 14-week literature-based instructional intervention on vocabulary acquisition, reading
comprehension, and learner motivation among 142 primary FL learners aged 7–8. Employing a sequential explanatory
mixed-methods design, participants were stratified according to baseline proficiency and assigned to either an experimental
group (literature-integrated instruction) or a control group (standard textbook-based curriculum). Quantitative
analyses (ANCOVA) revealed statistically significant gains for the experimental group in vocabulary recognition (p < .001,
η² = .16), reading comprehension (p = .002, η² = .12), and intrinsic motivation (p < .001, η² = .24). Qualitative data derived
from classroom observations and semi-structured teacher interviews identified four core themes: narrative-driven lexical
retention, affective engagement and anxiety reduction, emergent pragmatic and cultural awareness, and pedagogical
adaptation under time constraints. Triangulation confirmed convergent validity across datasets. The findings affirm the
pedagogical effectiveness of literary integration in early FL contexts and underscore the necessity of structured teacher
preparation, curricular alignment, and formative assessment frameworks. Implications for educational policy, pedagogy,
and longitudinal research are discussed.
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