The Impact of Dialogic Literary Gatherings on the Development of Receptive Skills in EFL Undergraduates

In recent decades, the role of literature in foreign language learning has been reconsidered in an attempt to develop integrative methodologies which benefit from its vast educational potential (Van 2009; Barrette et al. 2010; Bloemert et al. 2017, among others). Building on previous research (Fernández-Fernández 2020; Bouali 2021; Fernández-Fernández and López-Fuentes 2024), this study explores the use of Dialogic Literary Gatherings (DLGs) as an integrative practice in teaching English as a Foreign Language (EFL) in higher education. Working with literary texts using DLGs provides students with authentic language input in a meaningful context. Our research attempts to discover how this practice influences the development of students’ (N = 39) receptive communicative abilities, and students’ and teachers’ perceptions of its impact, using standardised tests, questionnaires, videoblogs, focus groups and teachers’ observation diaries. Qualitative data highlights the importance of fostering a supportive classroom environment to motivate student engagement and enhance English language practice. Our findings reveal a statistically significant relationship between DLG implementation and students’ improvement of their receptive skills in English.