An Investigation into the Role and Impact of Literary Texts on Students’ Language and Linguistic Development

Abstract This study investigates the perspectives of Albanian Language and Literature teachers (ALLT) and English as a Foreign Language teachers (EFLT) in North Macedonia regarding the pedagogical value of literary texts in language development. A purposive sample of 30 teachers (15 ALLT, 15 EFLT) completed an adapted 29-item Literature Teaching Questionnaire (Rushidi-Rexhepi et al., 2025) encompassing four dimensions: Linguistic Fit, Text Relevance, Teacher Practice, and Student Outcomes. Independent-sample t-tests and effect size analysis revealed no statistically significant differences between the groups across all subscales, with effect sizes ranging from |d| = 0.06 to 0.29, indicating small practical differences. Both groups strongly endorsed literature’s role in enhancing vocabulary, supporting critical thinking, fostering intercultural awareness, and increasing learner motivation. Minor variations emerged, with EFLT placing slightly greater emphasis on linguistic accessibility and ALLT valuing literary quality and aesthetic engagement more highly. The findings suggest a shared pedagogical orientation towards literature’s linguistic, cognitive, and affective benefits, underscoring the potential for curriculum design and teacher training initiatives that integrate literature across language teaching contexts.