Author: Dr. Nagamurali Eragamreddy

Abstract: This study examines the impact of literature-based learning in enhancing the learning of the English language with emphasis on its contribution to the enhancement of cognitive, affective, and sociocultural capabilities. This study justifies the application of different literary materials in the teaching of the language to significantly boost students' critical skills, motivation, and intercultural competencies. A mixed-methods approach was utilized with both quantitative questionnaires and qualitative semi-structured interviews to obtain deep data from twenty undergraduate participants. Data were analyzed via descriptive statistics, frequency tables, and iterative coding to create key themes substantiated with t-test comparisons of gender differences. Results suggest uniformly high scores on all aspects of literature-based instruction canvassed, and qualitative results state that participatory and interactive pedagogical practice change static language learning to an interactive real-life experience. These findings squarely answer the research question by way of demonstration of how literature-based approaches benefit language ability as well as other learning achievements. The research concludes that the use of literature in the teaching of the English language enhances the language abilities but also enhances essential cognitive as well as socio-emotional skills, offering learners complete development.

Keywords: literature-based instruction, English language learning, cognitive schemata, affective mechanism, sociocultural mechanism.

Article Info: Received: 15 May 2025; Received in revised form: 09 Jun 2025; Accepted: 13 Jun 2025; Available online: 17 Jun 2025

DOI: 10.22161/ijels.103.85