2022 Volume 8 Pages 77-91
In English as a Foreign Language (EFL) classes that use literary texts, evaluating learners’ literary engagement is necessary. Unfortunately, the evaluation of literary engagement is an under-researched process partly because the development of literary competence models has been insufficient to conduct such evaluation rigorously. However, there have been some significant recent developments in this field, which are expected to help establish an evaluation framework for EFL students. This review study identifies five specific problems with past literary competence models and examines how they are covered in the new models including the new framework of Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), CEFR-J, the Innsbruck model of literary competence, and Nishihara’s (2015) model for designing an EFL literature test. It further addresses the issues to be explored by the literary competence studies in the future to create a literary engagement evaluation framework for EFL learners: development of scales and can-do descriptors related to literary competence, validity confirmation of literary competence models, scales, and descriptors, and the necessity to establish more multimodal and multifaceted literary competence models.