In the article “Nurturing emotional intelligence through literature” of Irma K. Ghosn (2001), the author demonstrates that literature can provide a motivating and low anxiety context for language learning because literary text brings students the “genuine feel” when touching on themes to which they may respond personally from their own experience. Particularly, due to the multiple levels of meaning, the use of literary text is often a successful way of promoting activities where students need to share their feeling and opinions such as discussions and group work( G. Laza,1993)
According to Ibsen’s view (1990), literary text appeal to students in terms of emotion and personal experience because “each student will meet the text in his/her own way based on past experiences and knowledge about literature and life”. This creates meaningful and interesting discussions among students, which provide a good learning climate in a relaxing atmosphere. Especially, when students “enter imaginary situation” through drama or improvisation, they “explore a theme, a person, or a conflict from within. Emotion and intellect go together at this stage” (Ibsen, 1990). Through the cover of another person, they can see and present themselves. More importantly, they are intrinsically motivated and this improves their speaking respectively.