EFL Teachers’ Use of Literary and Creative Texts in Austrian Lower Secondary Schools

An Interview Study

Abstract

This interview study examines the role of literary and creative texts (LCT) in English language teaching (ELT) at the lower secondary level in Austria. Against the backdrop of current debates in foreign‑language literary didactics and the implementation of the new Austrian EFL curriculum (Lehrplan 2023), the study investigates which LCT types teachers use, the objectives they pursue, the methods they apply, and the challenges they face. Drawing on 12 semi‑structured interviews with EFL teachers from Compulsory and Academic Secondary Schools (Lower Cycle) , the qualitative content analysis reveals that songs, graded readers, and films or video clips constitute the most frequently used LCT types, while newer forms such as graphic novels or digital games remain largely underutilised. Teachers predominantly employ LCT for functional‑pragmatic purposes, particularly to support language‑skill development and practise lexico‑grammatical features. Emancipatory‑reflective objectives – such as fostering intercultural learning, literary awareness, or reading for pleasure – emerge far less prominently, with motivation being the most frequently cited benefit. The findings indicate that curricular pressures, textbook‑driven instruction, limited resources, and methodological uncertainties significantly restrict teachers’ ability to exploit the full potential of LCT. The study highlights the need for expanded teacher education, more supportive teaching materials, and further large‑scale research to strengthen LCT‑based pedagogy in Austrian ELT.