Research shows that language experience approach is a useful way to motivate students for their reading and writing skills. When the instructor gets his or her students to do their own writing, he or she is preparing the reading material from students’ own words. While reading their self-created materials, students are usually able to read the stories with minimal decoding skills because they already know the meaning (Peregoy and Boyle, 2005) as the stories are their own creation. As well, I often experience the way students feel while reading their own materials. As a teacher, I often notice that, though the process takes some time for students to get engaged in reading, reading their own stories slowly develops their interest in reading, writing and re-reading. Certainly, language-experience approach is very useful in motivating students for reading and writing, but it does not mean that the instructor solely depends on this approach only. It is suggested that he take a look at all the circumstances he comes across while teaching a language and use different methods and techniques as needed to meet the objectives.
Stories and literature become the foundation and context for learning a language in a literature based approach, which is also known as top-down approach. This approach is considered a valuable way of developing and enhancing oral language and literary skills. Students would be more enthusiastic when they are encouraged for reading quality literature that would give them some fun and, at the same time, they would be encouraged for language learning. One of the obviously observed shortcomings of a literature-based approach is making choice about reading a book. The instructor should be careful when helping students choose a book for reading. In the beginning, he might choose a book that can be useful for all students in the class. Peregoy and Boyle suggest that the instructor assist students in making choices about students’ reading materials, about what they do with what they select, and with their own responses to literature (2005). It has been discussed on several occasions that teaching a language is an effort to combine various methods and techniques, depending upon different circumstances such as characteristics of learners, classroom setting, number of learners, and background information of learners. Using a specific technique for all the times might not work.