Use of Trigger Warning in Teaching English Literature in the Iraqi English Departments

Abstract

The utilization of trigger warnings in teaching Western literary texts within English classes is a subject of debate, with some advocating for their importance and others questioning their usefulness. Therefore, this paper aims to investigate the significance of employing trigger warnings within Iraqi English departments. This will be achieved through the administration of a questionnaire to students regarding their experiences with the literary texts they study. The results of the questionnaire will shed light on whether the use of trigger warnings, whether in oral or written form or integrated into the teacher’s approach to introducing the subject, holds significance. Ultimately, the findings of this study aim to enhance the teaching of literature and foster more academically respectful environments for Eastern, predominantly Muslim students. By understanding the impact of trigger warnings, educators can better tailor their teaching methods to accommodate the diverse backgrounds and sensitivities of their students.