Foreign language curricula worldwide have seen a revival of the inclusion of literary texts, promoting so-called language-literature instruction. Responding to the plea for more empirical research in this area, specifically in secondary education, this study investigates the student’s perspective by looking at the relationship between their level of engagement in literature lessons in English as a foreign language (EFL) and how they value these lessons. A total of 365 Dutch students from six secondary schools participated in the study. Data was collected via a four-point Likert-type questionnaire. The findings revealed that students primarily value EFL literature lessons for improving their language proficiency but no significant correlations were found between engagement and language aspects. Implications for curriculum development include a tripartite focus on language learning, literary study, as well as personal development.

中文翻译：

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荷兰中学EFL文学课的学生动机

世界各地的外语课程都看到了文学文本的复兴，从而促进了所谓的语言文学教学。为了响应在这一领域（尤其是中学教育）中进行更多实证研究的请求，本研究通过考察学生对英语作为外语（EFL）文学课的参与水平与他们如何评价这些观点之间的关系，研究了学生的观点。课程。来自六所中学的365名荷兰学生参加了这项研究。通过四点李克特型问卷收集数据。调查结果表明，学生主要重视EFL文学课程，以提高他们的语言水平，但在互动和语言方面没有发现显着相关性。