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

Abstract

AbstractIntegrating 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
• John Chiang, Communication and Media, State University of New York, Oneonta, NY, USA
• Language & Linguistics