Investigating the Challenges of Studying Literature in an EFL Context

Abstract

The current study investigates the challenges of studying literature in an EFL context in the case of third-year LMD students of English at Ibn Khaldoun University of Tiaret. it attempts.first,to identify specific obstacles and provide insights for improving literature integration in EFL classrooms. Second, it investigates how to contribute to the development of more robust literature education practices, foster a deeper appreciation and understanding of literary works among EFL learners, and support their overall language development. Third, it aims to identify EFL teachers‘ strategies for teaching literature. To meet the objectives of the study, a mixed-methods approach was applied. Quantitative and qualitative data collected from a questionnaire administered to third-year LMD students and an interview conducted with English teachers at Ibn Khaldoun University of Tiaret. The results from the two research instruments indicate that EFL learners face several challenges in learning literature, including linguistic difficulties, cultural disconnects, a difficult vocabulary of literary texts, and insufficient pedagogical strategies. These challenges contribute to the marginalization of literature within the curriculum and hinder its potential to enhance language learning. Additionally, EFL teachers implement various strategies to enhance learning literature, such as reading skills, engaging teaching methods to enhance comprehension and motivation, incorporating multimedia resources, promoting active class participation, and providing support for language development. As a result, the findings underscore the diverse needs and perspectives of students and highlight opportunities for teachers to address challenges and enrich the study of literature in the EFL classroom.