許多研究已證明英文文學作品能擴展學生的語言能力，培養他們的批判性思維和提升個人成長，是一種能刺激並鼓勵學生學習的豐富資源。另一方面，讀者反應教學法激發學生藉由個人經驗，觀點與情感來與文本互動並作出詮釋。
本研究採用讀者反應理論在高中英語課教授英文文學作品。實驗進行九週，每週兩小時，對象為三十九位英文程度中等的女性學生。學生們被分成八組，每組包含不同程度的學生。她們利用各種讀者反應活動學習一本文學作品，例如討論、角色扮演與寫回饋日誌。問卷及訪問結果顯示使用這種方法學習文學作品，許多學生獲得閱讀樂趣。而且，讀者反應理論鼓勵學生做批判性思考以提升個人成長。讀者反應理論的各種活動創造出一個輕鬆的學習氣氛，同時也提升學生之間的相互了解。就語言能力而言，雖然學生對此教學法能否提升整體語言能力意見分歧，但大部份同學仍認為此教學法可以提升她們的英文閱讀及口說能力。本研究結果可應在提醒教師在選擇閱讀教材時應考量學生程度及興趣。

Numerous research has proved literature to be a motivating and encouraging source in the EFL language classroom as it expands students’ language competence, develops their critical thinking and enhances personal growth. On the other hand, the reader response approach triggers students’ personal experience, opinions and emotions to transact with the text in the interpretation and negotiation of meaning.
This study implemented the reader response approach to teach literature in a senior high school EFL class. The experiment was carried out for nine weeks, with two consecutive fifty-minute classes per week. The participants of this study were a group of 39 tenth-grade female students with intermediate English language proficiency level. They were heterogeneously placed into eight groups and were taught a literary work using the response-based activities, such as discussion, role play and response journals. The findings from the questionnaires and interviews showed that many students attained pleasure and enjoyment when using this approach to learn the literary work. Also, the reader response approach encouraged them to make analytical reflection and promoted their personal development. Besides, the response-based activities created a relaxed but motivating learning atmosphere as well as increased students’ understanding of their classmates. As for the language skills, although participants’ opinions about the effects of reader response approach on their language ability were diverse, they were positive about the improvement of their reading and speaking ability after the study. Pedagogical implications of this study will be discussed at the end of the paper.

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