This paper shows that integrating various literary texts is a powerful tool for learning foreign languages. An experimental group with thirty-two students was exposed to poems, songs, long texts, short stories, novels, and movie reviews for one semester. The results reveal that students liked the topics dealing with current social developments since they initiated more debates and fostered students' critical thinking and creativity in a learner-centered environment, more independent learning, and more collaboration via the paraphrastic approach. All these led to language enhancement compared to the control group, comprised of thirty-one students. The ideas presented in this study are likely to inspire these students to incorporate a variety of literary texts and topics into their teaching courses beyond EFL classes, serving as guides and agents of social change.