This essay analyses a systematic assessment of methods for teaching and learning English literature in ESL classrooms based on earlier studies that have been published. A total of seventeen studies, spanning the years 2011 to 2021, were reviewed. One of the main goals of this systematic review is to demonstrate an empirical information formulation that has been found in previous academic studies on the teaching and learning of English literature in ESL classes. There are two research questions that need to be answered in this comprehensive study: i) How should ESL teachers improve the teaching and learning of English literature in ESL classrooms? ii) In order for the described strategy to be effectively implemented in ESL schools, how should it be used? The findings of the reviews showed that cultural approach, multi-modal approach, scaffold reading approach, reader-response approach and literature circles are employed in ESL classrooms. Results indicated that all these five approaches can improving the English literature teaching and learning in ESL classrooms. And teachers can choose the method according to student’s learning objectives, past knowledge and abilities, available teaching resources and facilities, teacher’s teaching style and preferences and teaching objectives.

Xiaoya Shen. Systematic Review: Approaches in Improving English Literature Teaching and Learning in ESL Classrooms. International Journal of New Developments in Education (2023) Vol. 5, Issue 14: 55-64. https://doi.org/10.25236/IJNDE.2023.051410.

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