In the modern educational context, the incorporation of reading literary texts into the approved curriculum of the English language discipline, especially in non-linguistic universities, poses a significant challenge. This study aimed to test the hypothesis that increasing motivation to learn English among students of non-linguistic universities can be achieved through the inclusion of reading and analyzing literary works in the curriculum. To achieve this goal, the authors developed a methodological support system with a linguistically and linguoculturally oriented set of exercises. To confirm the effectiveness of integrating literary reading into the English language course, an experiment was conducted with two selected groups of undergraduate students, followed by a comparison of the results with two control groups. The comparison of motivation and attendance indicators among students in experimental and control groups showed that reading literary texts contributed to an increase in motivation to learn a foreign language, as well as improvements in language skills, creative self-expression, and an expansion of students’ cultural knowledge.
Krasnoshchekova et al. (Wed,) studied this question.