Thesis (MA) - Cyprus International University. Institute of Graduate Studies and Research English Language and Literature Department

Includes bibliography (sheets 48-54)

ABSTRACT
English as a foreign language (EFL) refers to the classroom where English teaching is
provided; however not a dominant language, and English is tough as a foreign
language to compete with the needs of speaking and learning English. This research
has focused on using literature and literature-based text in EFL classes as study
material. This study aimed at identifying differences and challenges associated with
the use of literature text and the benefits of using literature text in EFL classrooms
from the perspectives of both teachers and students. This study has been carried out,
and the purpose of this research is to gain an understanding of challenges faced by
non-English speaking students while the use of English literature as well as the benefits
perceived to develop a strategic recommendation to enhance the positive outcome of
the practice. This research incorporates five chapters ranging from introduction to
discussion and conclusion. The primary qualitative method, the interview, has been
considered a data collection procedure. The sample size has been made by considering
both EFL teachers and students. Thematic analysis has been considered in this
research. The findings showed varying perceptions among the teachers in the study
about using literature and literature-based sources in EFL classrooms. Most of the
teachers interviewed believed that literature can effectively teach language because it
exposes students to authentic language, cultural information, and new vocabulary.
Some other teachers were less enthusiastic about using literature in the classroom
because of its difficulty. Ultimately, the effectiveness of using literature in the EFL
classroom will depend on the goals of the course, the level of the students, and the
preferences and teaching style. The findings also identified that the use of English
literature-associated text could impair student motivation and create difficulty for the
student to understand the English language, making it very thorough. EFL teachers can
improve this by choosing literature appropriate for the students’ level and cultural
background and fostering a safe and inclusive learning environment. Based on the
challenges and benefits, it is recommended to ensure a highly supportive learning
environment for EFL students and use accessible text that supports faster literature
learning. In EFL classroom settings, using various literature and literary sources is
particularly beneficial for the students.
Keywords: EFL Context, Literature, Literary Texts, Oman, Students’ Perceptions,
Teachers’ Perceptions,