Challenges to Teaching English Literature at the University of Hail: Instructors’ Perspective

Abstract

This descriptive-analytic study aimed at identifying the most significant impediments to teaching English literature from the perspective of male and female instructors at The University of Hail (UoH). The study was conducted during the first semester of the academic year 2015-16. A questionnaire was used to collect data from 10 female and 12 male instructors. Data analysis revealed that the instructors consider the students' level of language proficiency, the texts' linguistic and stylistic degree of difficulty as well as the degree of cultural (un)familiarity to be crucial issues which impact the productivity of the teaching -learning process. Narrowing the distance between students and the text by relating the themes and characters of the literary work to the students' personal experiences, on the one hand, and by making students read independently, on the other, were found to be the most important practices the participants followed in order to help students read, enjoy and comprehend literature.

Uncovering Saudi English Language Majors' Cognitive Beliefs about Learning English Literature

“…In line with this result, Lieb (2019), and Zaker (2016) recommend using innovative teaching methods in literature classes that would include LCD, videos, films or using nonverbal language on the part of the instructor to help learners grasp the essence and true meaning of the literary text and to create good atmosphere for students and to facilitate the process of teaching literature. Likewise, Hussein & Al-Emami (2016), Bobkina & Dominguez (2014) and Cirakli & Kilickaya (2011) suggest organizing English literature classes into small group formats to provide relaxed and interactive classroom learning environment. Participants also requested re-adjustment of the English literature curriculum so as to take into account students' real levels of EFL proficiency, and to review or reconsider it in such ways as to focus on developing both literary and linguistic competences.…”

“…At the educational level, Khatib & Shakouri (2013) believe that English Literature can serve as the source of correlation between the students` proficiency and language use. Relevantly, Hussein & Al-Emami (2016) explain that both language and literature are interrelated parts of English, and each is described as one side of a coin. Both are promoting people's communications and activities.…”

“…Moreover, the history of any language will be influential through the cautious and clever use of literature due to the fact that language and literature are inseparable, and studying one away from the other is a waste of time. Hussein & Al-Emami (2016) argue that literature is the basis of language learning and that through literature, different cultures could be recognized. They emphasize that while language is the source of communication, literature is the medium of cultural transmission from generation to generation.…”

Challenges and Opportunities of Teaching Literature in Kurdistan Region of Iraq

“…1,2). Hussein and Al-Emami (2016) conclude that three factors make teaching literature challenging; "language proficiency level of the students, linguistic and stylistic degree of difficulty of the texts and the degree of cultural (un) familiarity" (p. 125).…”

Towards New Instructional Design Models in Online English Literature Courses During COVID-19 for Sustainability Assurance in Higher Education

“…Salah (2021) adds that Arabic native students face problems with using English as a second language that result in the blending of English with Arabic. Hussein and Al-Emami (2016) discuss the reasons why Arabic native speakers find studying English literary texts difficult. They state that "the students' level of language proficiency", "the texts' linguistic and stylistic degree of difficulty" and "the degree of cultural (un)familiarity to be crucial issues which impact the productivity of the teaching-learning process".…”