Experiences of English Major Students in Learning Literature: Basis for a Literature Intervention Program

This qualitative study utilized a narrative inquiry research design to explore the rich experiences and stories of 15 Bachelor of Secondary Education Major in English students at Isabela State University-Cauayan Campus. The goal was to delve into their positive experiences, challenges, and potential solutions to their difficulties in their learning activities, strategies, and assessments amidst the shift to the new normal. Employing data triangulation through interviews, observation, and focus group discussion, the study conducted thematic analysis, yielding nine emergent themes.

The learners' positive experiences highlighted immersive literary activities, practical study techniques, and varied assessment practices. Conversely, challenges emerged in understanding the complexities of literary activities, adapting learning strategies, and facing academic and operational hurdles in assessments. In response to these difficulties, learners suggested the implementation of a comprehensive support framework, the cultivation of a supportive literary environment, and the enhancement of assessments through preparation and collaboration.

The culmination of these insights led to the development of the Comprehensive Literature Engagement and Assessment Program (CLEAP). It is designed to promote active involvement, address intricate aspects, and provide solutions for the challenges faced in literature education. Hence, this study greatly enhanced the understanding of literary courses for both learners and teachers, informing curriculum development, teaching methods, and educational policies in the Philippines.