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

Hussein, Elham T.; Al-Emami, Aida H. Al-Emami

doi:10.2139/ssrn.2898620

Cited by 9 publications

(16 citation statements)

References 13 publications

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“…Teaching and learning foreign literature could be a daunting task for both the instructors and learners (Hussein & Al-Emami, 2016). This affirms that literature teaching and learning requires a distinguishable method for it to be mastered.…”

Section: Introductionmentioning

confidence: 70%

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The Influence of Locality, Training and Teaching Experience on the Approaches to Teaching Literature

Suliman

Yunus

Nor³

2019

SSRN Journal

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Teaching and learning literature could be a daunting task for both instructors and learners. It requires teachers to employ suitable approaches and methodologies to ensure the effectiveness of the lesson. This serves as the main purpose of this study which is to discover the approaches employed by literature teachers. In addition, three significant dimensions will also be scrutinised which are locality, literature training and teaching experience. Utilizing questionnaire as the research instrument, this study involved 271 teachers as the respondents. Comparisons pertaining to the approaches employed based on locality, training and teaching experience were shown in the findings. To note, the majority of the respondents were found to be in favor of using simple terminologies as the most preferred approach. Meanwhile, the least favored approach was eliciting information from students. In addition, out of the three main variables, only teaching experience was found to show no significant difference. To summarise, locality, training and teaching experience may have significantly impacted teachers in selecting the approaches to be employed in a literature lesson. This may also assist in ensuring that the teaching and learning of literature reach its visions.

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Section: Introductionmentioning

confidence: 70%

“…This requires teachers to arm themselves with the skills needed to teach literature. The methodologies and approaches might differ from what is practiced in the language lessons because as claimed by Padurean (2015), English Literature should be approached differently since the (Chen, 2012;Hussein & Al-Emami, 2016;Muthusamy et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Locality, Training and Teaching Experience on the Approaches to Teaching Literature

Suliman

Yunus

Nor³

2019

SSRN Journal

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“…However, studies have revealed that the Saudi EFL learners tend to avoid learning English literature for various reasons. For example, previous research indicated that second language learners were demotivated to study texts of English literature for different cultural, attitudinal, and emotional barriers (Hussein & Al-Emami, 2016). Some studies proved that EFL learners misperceived English literature as the most difficult part of their English learning with its ambivalent vocabulary, sentences, ideas, and complicated actions.…”

Section: Introductionmentioning

confidence: 99%

Challenges to Studying English Literature by the Saudi Undergraduate EFL Students as Perceived by Instructors

Al-Shammari¹,

Ahmed²,

Shouk³

2020

ELT

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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.

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“…In relation to the teaching and learning of literature, one must fathom that it may pose some hindrances and obstacles to both the teachers and students. As argued by Hussein and Al-Emami (2016), teaching and learning foreign literature could be a daunting task for both the instructors and learners. From the teachers' view, hindrances may appear in the form of getting students to understand the lesson and arousing their interest in the lesson.…”

Section: Introductionmentioning

confidence: 99%

“…The methodologies and approaches might differ from what is practised in language lessons as claimed by Padurean (2015) who found that English literature should be approached differently because the language used is too complex. Having said that, teaching approaches, methods, and strategies employed by teachers in teaching literature should be suitable, varied, innovative and effective to maximise the teaching process (Chen 2012, Adelabu & Matthias 2013, Hussein & Al-Emami 2016, Muthusamy et al 2017. With the aforementioned issues and matters, this study postulates the following objectives: a.…”

Section: Introductionmentioning

confidence: 99%

Scrutinising the Preferences in Literature Approaches and Activities: From the Lenses of ESL Teachers

Suliman

Yunus

Nor

2019

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Literature learning is associated with language and linguistics. It serves as a means to develop language proficiency and becomes the avenue to express appreciation for cultural knowledge. However, the teaching of literature may not succeed if unsuitable approaches are employed. Therefore, it requires suitable activities to be conducted in a lesson which this study aims to examine. By employing questionnaire and interviews as the research instruments, 271 English as Second Language (ESL) teachers were involved in this study. This study discovered that using simple terms in giving explanation approach was highly preferred by the respondents besides conducting a comprehension questions activity. Further results were discussed in the paper. The interview responses consolidated the findings. To summarise, teachers should design more creative and appealing activities that suit the approaches employed as a platform to inculcate students' interest in literature lessons.

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

Cited by 9 publications

References 13 publications

The Influence of Locality, Training and Teaching Experience on the Approaches to Teaching Literature

The Influence of Locality, Training and Teaching Experience on the Approaches to Teaching Literature

Challenges to Studying English Literature by the Saudi Undergraduate EFL Students as Perceived by Instructors

Scrutinising the Preferences in Literature Approaches and Activities: From the Lenses of ESL Teachers

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