Abstract

Literature in Action (LiA) is a component of the Malaysian Standards-Based English Language Curriculum (SBELC). However, its impact in the ESL classrooms has declined since its removal from Malaysian public examinations. Despite previous studies having explored issues of literature teaching, studies that uncover ESL teachers’ perceptions of LiA remained limited. This study aimed to examine ESL secondary school teachers’ perceptions of LiA and their experience in complying with LiA. With semi-structured interviews and thematic analysis, the findings showed that ESL secondary school teachers have mixed perceptions of LiA. Despite acknowledging its benefits, they felt that the texts were too foreign with unachievable content standards. Due to the exam-oriented culture, the frequency of teaching literature was reduced. They perceive the role of literature is now merely a tool to improve the four main language skills. This study revealed how ESL teachers perceive and adapt to LiA within the national curriculum. The perceptions of ESL secondary school teachers on the LiA component are vital as teachers’ voices should always be taken into consideration in future curriculum planning due to them being the people who are practically implementing the component in the classroom setting. This study provides a basic general research framework for future research focusing on the LiA component. The study provides a platform for ESL teachers to voice out their opinions. The results are also useful for secondary ESL teachers so they can relate with the experience and make necessary adaptations. Besides, curriculum developers and policy makers could make use of the results as guidelines in further language policy development. This study also provides a basic general research framework for future research that wish to focus on the LiA component in Malaysian English teaching and learning.