EFL Learners’ Perceptions of a Method Allowing Subjective Interpretation of Literary Texts: A Data-Driven Approach

This study aims at conceptualizing students’ views concerning a method that allows subjective interpretation of literary texts. To this end, twelve EFL learners’ views were theoretically sampled and analyzed iteratively through the rigorous schemes of grounded theory. The results yielded a set of propositions all illustrating the potential of subjective interpretation of literary texts for creating a lively atmosphere for negotiation and redefining language learning and teaching tasks. The implications of the study for syllabus designers, test developers, teachers and learners are profound. However, further studies need to be undertaken in other similar contexts before the field could systematically allow the introduction of literary texts for learners’ subjective interpretation.