Analyzing the Role of Classroom Activities in Teaching Poetry to ESL Learners

Abstract

This study investigates the activities employed by English teachers in classrooms for the instruction of poetry to ESL learners in Hazara Division, KP, Pakistan. The research is based on a survey design and data were collected through classroom observations in 12 poetry classes across three colleges and one university. Observation checklists, adapted from Hwang & Embi (2007), were used as a research technique to systematically capture and analyze the classroom activities associated with six instructional approaches: Information-Based, Paraphrastic, Stylistic, Language-Based, Personal Response, and Moral-Philosophical. Each approach was characterized by specific teaching activities, such as text explanation, background information sharing, paraphrasing, linguistic analysis, group discussions, role- playing, brainstorming sessions, and moral reflections. These activities played a pivotal role in determining the nature of classroom interaction, the level of student engagement, and the extent of language development and critical thinking. Data analysis was conducted using SPSS to calculate frequencies and percentages of observed activities, followed by Chi-Square tests to identify statistically significant differences between observed practices and teacher- reported activities. The findings revealed a diverse range of teaching activities, with a notable preference for teacher-centered strategies are information-based and paraphrastic approaches, while learner-centered activities, such as group discussions and brainstorming, were less frequently observed. The study highlights the need for a balanced and interactive approach to poetry teaching that fosters deeper student engagement and critical appreciation. The research provides valuable insights and practical recommendations for educators and policymakers to enhance poetry instruction by adopting more learner- centered and participatory teaching activities.