Attitudes towards English Literature: The Case of EFL Students at Three Saudi Colleges

Hassan M Kassem

doi:10.22158/selt.v8n3p1

Abstract

The primary aim of the study was to investigate the attitudes held by Saudi EFL students and the difficulties they have in studying English literature. Another aim was to explore gender differences in attitudes towards English literature. The relationships between (1) general motivational orientations to learn English and attitudes towards English literature, and (2) general motivational orientations to learn English and attitudes towards English literature, and performance in literary courses were also explored. A cohort of 180 Eighth level majors at three Saudi colleges completed a researcher-developed 28-item questionnaire probing their general motivational orientations to learn English and attitudes towards English literature in terms of emotions associating studying English literature, cultural and religious sensitivities about studying English literature and the importance of studying English literature. Participants were found to hold positive attitudes towards English literature. They reported no cultural or religious sensitivities about studying English literature in their context. The difficulties they reported facing when studying English literature included difficult vocabulary and literary terms, difficult content and long pieces of literature, lack of language proficiency, and having to exert great effort. No gender differences were found in attitudes. Intrinsic motivation was found to be a significant predictor of positive attitudes towards English literature. Finally, a significant positive relationship was found between general motivational orientations to learn English and attitudes towards English literature, and performance in literary courses. Instructional implications and suggestions for further research are provided.

Highlights

Researchers identified a number of challenges that Saudi college EFL students face in studying English literature
Examination of the content of items that loaded onto the factors resulted in labeling them as: emotions associating studying English literature (10 items accounting for 28.98% of the variance), cultural and religious sensitivities (7 items accounting for 14.59% of the variance), intrinsic motivation (3 items accounting for 7.65% of the variance), extrinsic motivation (3 items accounting for 6.16% of the variance), and importance of studying English literature (3 items accounting for 4.83% of the variance)
A significant point to mention here is that there is no contradiction between holding positive attitudes towards English literature and reporting facing difficulties in studying it

Summary

Introduction

Researchers identified a number of challenges that Saudi college EFL students face in studying English literature. Based on the unfavorable comments that students give from time to time about the literature of non-Muslim societies in Saudi universities, the researcher can allege that such views do exist Another reason is that foreign literature is totally absent in the curricula of pre-university schools. Like most students in all EFL settings, Saudi students find literary texts rather difficult as they lack language proficiency and reading strategies This can reduce benefits students get from studying literature. Despite the numerous benefits that students get from studying English literature and the several challenges they face in this area, the teaching and learning of English literature in academic programs at Saudi colleges is under-researched (Mekheimer, 2011; Hussein & Al-Emami, 2016). It is imperative that teachers and learners know how to “overcome problems created by negative emotions” and how to “create and use more positive, facilitative emotions” (Arnold & Brown, 1999, p. 2)

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