A COMPARATIVE STUDY ON THE IMPACT OF LITERATURE-BASED AND TRADITIONAL INSTRUCTION ON ORAL COMMUNICATION COMPETENCIES AND MENTAL HEALTH WELL-BEING OF TESL UNDERGRADUATES IN HENAN PROVINCE

Abstract

This quasi-experimental study investigates the comparative effectiveness of literature-based instruction (LBI) and traditional teaching methods on the oral communication competencies and mental health well-being of 60 TESL undergraduates in Henan Province, China. Over a 12-week period, the experimental group (N=30) engaged with literary texts designed to promote not only linguistic development but also emotional expression and confidence, while the control group (N=30) followed conventional grammar-translation and rote-learning methods.
Pre- and post-test analyses revealed statistically significant improvements in fluency (p < 0.01), accuracy (p = 0.03), and communicative confidence (p < 0.01) among students in the LBI group. In addition, qualitative feedback suggested that the literature-based approach contributed to reduced speaking anxiety and improved emotional comfort in communication settings—both key indicators of mental health well-being in language learners.
The findings support the integration of literature-based instruction in TESL curricula as a means of enhancing both communicative competence and learner well-being, aligning with national goals for communicative English proficiency and holistic education (Ministry of Education, 2022).