English Teachers’ Classroom Practices for Teaching Literary Texts in the EFL Classroom

This study investigates the teaching practices of English teachers (ETs) in Nepal's secondary schools’ English as Foreign Language (EFL) classrooms, focusing on literary texts instruction. Using a quantitative research design, data were collected through observations of 14 purposively selected ETs' classes in Surkhet, Nepal, using a validated dichotomous checklist. The findings reveal that ETs promote student motivation through active engagement in their classes, however, they are unable to address the gaps in adapting diverse learning styles, resource management, collaborative activities, and formative assessment. Based on findings, the study recommends structured classroom interactions and reflective assessments for teachers. It also offers insights for school administrators to develop resource-rich classrooms and teacher training programs that enhance literature pedagogy in EFL settings.