The Perceptions of Iraqi EFL Preparatory School Teachers about Literature Spots in Iraqi English textbooks

Abstract

Integrating literature in the English language syllabus has been discussed for a long time. The purpose of the current study explores the Iraqi English as a foreign language (EFL) teachers’ perception regarding teaching literature in English textbooks in Iraq as an EFL context. To do so, 74 Iraqi EFL teachers were selected using a convenient sampling method. They were both males and females and they had different years of teaching experience ranging from 2 to 29 years old at the preparatory level at Iraqi high schools. A semi-structured interview and a questionnaire were the instruments of the study. The results demonstrated that Iraqi teachers believed that the literature spots sections of textbooks increase the linguistic development of learners through class discussion and involvement, develop cultural awareness and appreciation of cultural differences, promote personal involvement, and finally boost the individual growth of learners. Furthermore, the results reflected the positive perceptions of Iraqi language teachers toward the integration of literature in textbooks. Thus, the results of interviews indicated that a majority of Iraqi EFL teachers believed that the literature spots have been poorly compiled and both the quality and quantity of literature contents of these books are under the questions. Most teachers agreed that the literary parts needed fundamental revision if they want to achieve predetermined objectives. The findings have important teaching implications for Iraqi EFL teachers, syllabi, and curriculum designers.

Keywords:

• Perception
• Iraqi EFL teachers
• literature
• preparatory English textbooks

REVIEWING EDITOR:

• John Chiang, Communication and Media, State University of New York, Oneonta, NY, USA

SUBJECTS:

• Language & Linguistics
• Language Teaching & Learning
• Literature

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Asmaa Nader Sharhan

Asmaa Nader Sharhan is an Iraqi EFL teacher in the field of teaching English as a foreign language. She holds an MA in TEFL. Her main areas of interest are research and teaching methodology. She has taught English in Iraqi English Language institutes and schools in different levels since 2015. She published an ISI paper in international EFL journal.

Kamran Janfeshan

Dr. Kamran Janfeshan is the principal of ‘The Developing English Language Center’ at Kermanshah Innovation and Technology Park. He founded English Language Department at Islamic Azad University, Kermanshah Branch. His areas of interest are language teaching, research methodology, and integrating online applications into language teaching syllabuses. He has participated in numerous national and international conferences and published more than twenty papers indexed in JCR, ISI and Scopus journals and 3 EFL textbooks. At present, he is a full-time faculty member of the English Department, at Islamic Azad University, Kermanshah Branch.