Studying English literature is interrelated to studying English as a foreign language (EFL), and thus incorporating literary texts into EFL learning curricula is important for providing EFL learners with the necessary language skills and emotional growth. However, EFL learners prefer to avoid studying English literature due to several challenges that may extend from difficulties inherited in literature itself to the learning and instructional processes. Therefore, this study aimed at investigating the reasons that   may discourage EFL learners to study English literature as perceived by their instructors. The sample of this study consisted of 20 English instructors at one of the northern Saudi universities. Two instruments: a survey and a semi-structured interview developed by the researcher were employed to collect the data. Descriptive statistics and qualitative methods were employed to interpret the gathered data. The findings revealed that there were six main different types of challenges that played an important role in the phenomena under investigation, namely: a) literature inherited difficulty, b) learners' cultural misperceptions, c) learners' negative attitudes, d) learners' intrinsic demotivating factors, e) unfamiliarity/ learners' poor prior knowledge, and f) instructional difficulty. Implications for addressing these problems were included.

This mixed-methods study investigated10 Saudi EFL university students’ perceptions of the use of authentic literary materials in an intensive three-week reading intervention involving Charles Dickens’ novel Great Expectations. Participants were equally divided into an experimental group and a control group. The study collected quantitative data from a pre-test and post-test to measure reading progress and collected qualitative data through semi-structured interviews. The results showed participants held positive attitudes about using interactive instruction with authentic literary texts, such as novels, in the Saudi EFL reading classroom. Despite this positive attitude, participants faced some challenges in their initial exposure to the experiment, mainly due to a lack of vocabulary and being unaccustomed to reading such a long text.

The aim of this study was to investigate the impact of debate strategy on developing English vocabulary and decision making of French department students at Al-Arish faculty of education . The design of the study was a one group preposttest quasi experimental design. Thirty of thirdyear French university students were selected to be the experimental group of the study. This experimental group was tested using prepost vocabulary test and decision making scale before and after being exposed to debate activities treatment .The experiment lasted for two months during the first term of 2017-2018 academic year . Pairedsamples of ttest revealed significant differences between the pre test and post test of vocabulary test and the scale of decision making . It was concluded that using debate strategy to university students was effective on developing their vocabulary and decision making . Keywords : debate -vocabularydecision making-students of French department ‫العربيت‬ ‫باللغت‬ ‫البحث‬ ‫ملخص‬ ‫البحث‬ ‫عنوان‬ : ‫القرار‬ ‫إتخار‬ ‫و‬ ‫االنجليزيت‬ ‫اللغت‬ ‫مفرداث‬ ‫تنميت‬ ‫في‬ ‫المناظرة‬ ‫استراتيجيت‬ ‫فاعليت‬ ‫بالعريش‬ ‫التربيت‬ ‫بكليت‬ ‫الفرنسيت‬ ‫اللغت‬ ‫قسم‬ ‫طالب‬ ‫لذي‬ ‫إذخار‬ ‫و‬ ‫االًجليزيح‬ ‫اللغح‬ ‫هفشداخ‬ ‫ذٌويح‬ ‫في‬ ‫الوٌاظشج‬ ‫فاعليح‬ ‫علي‬ ‫الرعشف‬ ‫الذساسح‬ ‫هزٍ‬ ‫هذفد‬ ‫تالعشيش‬ ‫الرشتيح‬ ‫تكليح‬ ‫الفشًسيح‬ ‫اللغح‬ ‫قسن‬ ‫طالب‬ ‫لذي‬ ‫القشاس‬ . ‫هجوىعح‬ ‫علي‬ ‫الذساسح‬ ‫اشرولد‬ ‫طالب‬ ‫لذي‬ ‫ذٌويرها‬ ‫الوشاد‬ ‫االًجليزيح‬ ‫اللغح‬ ‫توفشداخ‬ ‫قائوح‬ ‫هي‬ ‫أدواذها‬ ‫ذكىًد‬ ‫و‬ ‫ذجشيثيح‬ ‫واحذج‬ ‫االًجليزيح‬ ‫اللغح‬ ‫هفشداخ‬ ‫واخرثاس‬ ‫تالعشيش‬ ‫الرشتيح‬ ‫تكليح‬ ‫الثالثح‬ ‫الفشقح‬ ‫الفشًسيح،‬ ‫اللغح‬ ‫قسن‬ ‫هقياس‬ ‫إلي‬ ‫تاإلضافح‬ ‫الوٌاظشج‬ ‫اسرشاذيجيح‬ ‫علي‬ ‫القائوح‬ ‫واألًشطح‬ ‫الفشًسيح‬ ‫اللغح‬ ‫شعثح‬ ‫لطالب‬ ‫القشاس‬ ‫إذخار‬ . ‫العام‬ ‫هي‬ ‫األول‬ ‫الرشم‬ ‫في‬ ‫الفشًسيح‬ ‫اللغح‬ ‫شعثح‬ ‫طالب‬ ‫الي‬ ‫األدواخ‬ ‫ذلك‬ ‫ذقذين‬ ‫ذن‬ ‫الجاهعي‬ 2017 -2018 . ‫علي‬ ‫اشرولد‬ ‫ذجشيثيح‬ ‫واحذج‬ ‫هجوىعح‬ ‫هي‬ ‫الرجشيثي‬ ‫الرصوين‬ ‫ذكىى‬ ‫عذد‬ 30 ‫الثالثح‬ ‫الفشقح‬ ، ‫الفشًسيح‬ ‫اللغح‬ ‫شعثح‬ ، ‫الورخصصيي‬ ‫لغيش‬ ‫اإلًجليزيح‬ ‫اللغح‬ ‫هادج‬ ‫في‬ ‫طالة‬ . ‫اللغح‬ ‫هفشداخ‬ ‫ذٌويح‬ ‫في‬ ‫الوٌاظشج‬ ‫اسرشاذيجيح‬ ‫إسرخذام‬ ‫فاعليح‬ ‫الذساسح‬ ‫ًرائج‬ ‫أوضحد‬ ‫ضىء‬ ‫في‬ ‫و‬ ‫تالعشيش‬ ‫الرشتيح‬ ‫تكليح‬ ‫الفشًسيح‬ ‫اللغح‬ ‫قسن‬ ‫طالب‬ ‫لذي‬ ‫القشاس‬ ‫إذخار‬ ‫و‬ ‫االًجليزيح‬ ‫الذساسح‬ ‫وذىصياخ‬ ‫هقرشحاخ‬ ‫ذقذين‬ ‫ذن‬ ‫الذساسح‬ ‫ًرائج‬ . ‫المفتاحيت‬ ‫الكلماث‬ : ‫المناظرة‬ ‫استراتيجيت‬ -‫االنجليزيت‬ ‫اللغت‬ ‫مفرداث‬ -‫القرار‬ ‫إتخار‬ -‫طالب‬ ‫الفرنسيت‬ ‫االلغت‬ ‫قسم‬

This study aimed at negotiating the paradoxical representation of Muslim women identity in two literary text; Ahdaf Soueif’s In the Eye of the Sun (1992) and Shelina Zahra Janmohamed memoir Love in a Headscarf (2009) in a multicultural British society. These two texts show and explore a third space, reclaiming Muslim identity reconciled with Britishness. The two texts run against Orientalist perspective that respectively represent Muslim women as concubines, harem and other apparatuses of female subjugation and thus gives Muslim women a demeaning identity. Both authors refuse to fit into the conventional categories and stereotypes of subservient Muslim women portrayed by Orientalists. Moreover, they attempt to make sense of being British and Muslim and dispel the assumed irreconcilability between Islam and many key traditional British values. Instead of rejecting their Muslim identity, they reconcile it with Britishness. They belong to a British-based growing group of writers who capture the various moments of their life in Britain as Muslims as well as British citizens. The two texts undermined the dominant narratives of Muslim women as silent victims by means of representations of love, sex, romance in multicultural Britain.

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