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This study examines the effect of a literature-based program on Jordanian University students´ communicative performance. Qualitative observation was the main instrument, but triangulation was sought through the use of a pre/post test, interview, journal writing and role-play evaluation of oral proficiency. Significant differences in the students´ communicative performance were found in favor of the literature-based program. Students taught through the program were found to use a host of cognitive (critical thinking and creative writing), social (cooperative learning) and affective (self-confidence) strategies.

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