000			03864nam a22003017a 4500
003			KOHA
005			20240815130413.0
008			230317d2023 cy ||||| m||| 00| 0 eng d
040			_aCY-NiCIU _beng _cCY-NiCIU _erda
041			_aeng
090			_aYL 2808 _bZ23 2023
100	1		_aZadjali, Raqiya Hashim
245	1	4	_aTHE USE OF LITERARY TEXTS IN EFL CONTEXT / _cRAQIYA HASHIM AL ZADJALI; SUPERVISOR: ASSOC. PROF. DR. BEHBOOD MOHAMMADZADEH
264			_c2023
300			_avii, 74 sheets; _c31 cm. _eIncludes CD
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
502			_aThesis (MA) - Cyprus International University. Institute of Graduate Studies and Research English Language and Literature Department
504			_aIncludes bibliography (sheets 48-54)
520			_aABSTRACT 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,
650		0	_aEnglish language _vDissertations, Academic _xStudy and teaching _xForeign speakers
650		0	_aLiterature _vDissertations, Academic _xStudy and teaching
650		0	_aPerception _vDissertations, Academic
700	1		_aMohammadzadeh, Behbood _esupervisor
942			_2ddc _cTS
999			_c289981 _d289981