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Results show participants were largely negative about literature courses’ contribution to language development and teaching careers, citing barriers related to classroom practices, difficult vocabulary and structures, and limited English skills.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/literature/","Literature",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/advances-in-language-and-literary-studies-literature-in-foreign-language-education-programs-a-new-perspective/589604/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/advances-in-language-and-literary-studies-literature-in-foreign-language-education-programs-a-new-perspective/589604.png","ImageObject",300,407,{"name":42,"@type":43},"Terk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What main issue does the article address in English language teaching (ELT) programs?","Question",{"text":62,"@type":63},"The article addresses controversy over whether literature courses should be included in ELT curricula, highlighting conflicting scholarly positions.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the study conducted to explore participants’ views?",{"text":67,"@type":63},"It used qualitative, semi-structured interviews with six English-major graduates who teach EFL in Misurata, Libya.",{"name":69,"@type":60,"acceptedAnswer":70},"Why were participants generally negative about literature courses?",{"text":71,"@type":63},"They believed the courses contributed little to language development and teaching careers, pointing to issues in classroom practices, difficult literary vocabulary/structures, and insufficient English skills.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},589604,1792697467,{"code":4,"msg":81,"data":82},"success",[83,87,90,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":88,"slug":89},80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":26,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies  \nISSN: 2203-4714  \nVol. 5 No. 6; December 2014  \nCopyright © Australian International Academic Centre, Australia  \nLiterature in Foreign Language Education Programs:  \nA New Perspective  \nIbrahim Abukhattala  \nDepartment of English, Faculty of Arts, Misurata University  \nMisurata. Libya  \nE-mail: [Ibrahim.abukhattala@mail.mcgill.ca](Ibrahim.abukhattala@mail.mcgill.ca)  \nDoi:10.7575/aiac.alls.v.5n.6p.216  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.5n.6p.216](http://dx.doi.org/10.7575/aiac.alls.v.5n.6p.216)  \nReceived: 01/09/2014  \nAccepted: 29/ 10/2014  \nAbstract  \nMany of the studies on the subject of literature as an essential part of the English education programs in Arab universities has concentrated on only professors ’views and attitudes to these courses. By contrast, the following article describes a qualitative investigation on how former students and presently in-service English teachers felt about studying English literature during their university years. Data were collected through semi-structured interviews with six English-major graduates who teach EFL at high and secondary schools in Misurata. Libya. The study has revealed that participants were not positive about literature courses as they maintain that these courses have contributed little to their language development and teaching careers. They have narrated several factors which limited benefiting from these courses. Some of these factors are the teaching and learning practices in the language classroom, the difficulty and oddness of vocabulary and structures of literature texts and the lack of skills in English. Based on the interviews, reflections and implications of these barriers are made.  \nKeywords: literature, linguistics, English education programs, higher education, Arab world  \n1. Introduction  \nIn the Arab world, the role of literature courses in the curriculum of English language teaching (hereafter ELT) programs has been the subject of significant controversy (Al Mahrooqi, & Al-Shihi, 2012; Haggan, 1999; Obeidat, 1997; Salih, 1986; Zughoul, 1986, 1987; Bader, 1992) . Scholars in the Arab academy have either defended or challenged the inclusion of literary courses in the curriculum of ELT programs. This debate has created a dichotomy between them and produced conflicting views.  \nSome linguists (e.g., Zughoul, 1986, 1987; Bader, 1992) believe that literature courses are taught simply because they have traditionally been part of the ELT curriculum and argue that such courses do not contribute to students ’practical goal of achieving linguistic proficiency. Additionally, they judge them as impractical and irrelevant to the objectives of language teaching and conclude that the predominance of such courses in the ELT curriculum has been the reason behind the failure of these departments to produce competent users of English. In contrast, literature specialists (e.g., Obeidat, 1997; Salih, 1986;) claim that literature presents natural language, involves the learner with the text and can thus develop linguistic and language teaching skills, increase cultural competence and foster literary awareness. For these justifications, they regard literature courses as a necessary component of English language teacher education and urge universities to put their main emphases on literature instead of language and linguistic courses.  \nAlthough, this issue of including literature courses in the curriculum of English departments has been much studied, there is a paucity of information in the published work in regard to students ’perceptions, opinions and views on this long held and open-ended debate. Most of these studies have constantly dealt with the subject from the professorial viewpoint (e.g., Qiping & Shubo, 2002; Obeidat, 1997; Zughoul, 1986, 1987; Bader, 1992). In other words, the question of teaching more language and linguistics courses at the expense of literature, or vice versa, has been examined only by specia","cbCaimGn6tvSjV8F","https://ap.wps.com/l/cbCaimGn6tvSjV8F","pdf",223495,11,"English","# Abstract\n# 1. Introduction\n## Role of literature courses in ELT programs\n## Competing views: linguists vs. literature specialists\n## Limitations of prior studies\n# Study aims and rationale","[{\"question\":\"What main issue does the article address in English language teaching (ELT) programs?\",\"answer\":\"The article addresses controversy over whether literature courses should be included in ELT curricula, highlighting conflicting scholarly positions.\"},{\"question\":\"How was the study conducted to explore participants’ views?\",\"answer\":\"It used qualitative, semi-structured interviews with six English-major graduates who teach EFL in Misurata, Libya.\"},{\"question\":\"Why were participants generally negative about literature courses?\",\"answer\":\"They believed the courses contributed little to language development and teaching careers, pointing to issues in classroom practices, difficult literary vocabulary/structures, and insufficient English skills.\"}]","Advances in Language and Literary Studies - Literature in Foreign Language Education Programs: A New Perspective | PDF",1792067733,17]