Fostering Jordanian University Students' Communicative Performance Through Literature‐Based Instruction

This study investigated the effect of a literature‐based program on eight Jordanian university students' communicative performance. The research design was essentially qualitative (observation was the primary instrument); however, triangulation was achieved through the use of other instruments, including pre‐ and posttests, interviews, journal writing, and role‐play evaluation of oral proficiency. The findings reveal significant differences in the students' communicative performance, in favor of literature‐based instruction. The article concludes with a number of recommendations and pedagogical implications.