The Literature Course Mapping in the Undergraduate Curricula of EFL Education: A Case Study in Several Countries in Asia
DOI:
https://doi.org/10.17507/jltr.1503.27Keywords:
curriculum design, EFL education curriculum, English language arts, ELT, literature courseAbstract
This study aims to map the literature course in the undergraduate curricula of English as a Foreign Language (EFL) education in Asia, particularly in Indonesia, Thailand, and Taiwan[1], and analyze the literature course mapping in the Indonesian, Thai, and Taiwanese undergraduate curricula of EFL education. The significance of the study lies in its contribution to the structure of the undergraduate curriculum of EFL education, addressing global higher education challenges in the twenty-first century. This research employed a case study approach in Asia involving quantitative mapping of curricula documents from several universities in Indonesia, Thailand, and Taiwan, followed by qualitative analysis of curricula documents. The results indicate that, on average, the twelve target universities allocate 6% of the total obligatory completed semester credits to the literature course for a Bachelor of Teaching degree. Most of these universities position the literature course at a moderately low level with their curricula. Ideally, the literature course allocation could be increased to 15% if the linguistics and general language skills course group is also set at 15%, while the elective course group should be at 6%. Since the data were validated using time triangulation, future research should explore additional data validation techniques, such as in-depth interviews or questionnaires. [1] Taiwan is a part of China.
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