The Challenges in the Teaching of English Literature
A Systematic Review
Keywords:
Challenges, Issue, English Literature, ESL classrooms
Abstract
Learning English is already a challenging task, and when it comes to studying literature in English, the difficulty level increases even further. This Systematic Literature Review (SLR) is conducted to identify important challenges in the teaching and learning of English literature. The whole process of conducting this SLR followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. PRISMA is a graphical representation of the complete process of doing a systematic review and meta-analysis, including the search for relevant articles, the filtering of them based on certain criteria, and the assessment of their quality. The results show that the factors can be categorised into three: student-related challenges, teacher-related challenges, and external-related challenges. This paper reports the key gap and limitations in current study that focuses on the challenges in the teaching and learning of English literature.
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Ugwu, E. O. (2022). The challenges facing effective teaching of Literature-in-English in Nigerian secondary schools. Journal of Educational Research and Practice, 12(1), 160–178.
Ukat, J. A., & Hanita, H. I. (2022). Teaching Literature in Malaysian English Classrooms: A Review on its Challenges and Opportunities. International Journal of Academic Research in Business and Social Sciences, 12(11), 1991 – 2004.
Wok Zaki, A. & Darmi, R. (2021). CEFR: Education towards 21st Century of Learning. Why Matters? Journal of Social Science and Humanities, 4(2), 14-20.
Yahya, O. (2017). Inclusion of literature components in Malaysia’s English paper: The challenges and Pros in teaching and learning. Al-Ta Lim Journal, 24(3), 174-186.
Yulnetri (2018). Obstacles Encountered While Integrating Literature in Teaching English. Jurnal Ta’dib, 21(1), 39-50.
Zainab, M. N., Isarji, S., & Zaidi, M. A. (2017). English Language Proficiency and Initiatives of Malaysian Universities. The Social Sciences, 12(1), 1-4.
Ahmad Tamrini, F. S. M. (2018). A Review on English Literature and its Place in Malaysia’s Education. In E. W. Bakar & E. A. Rahman (Ed.), Current trends, issues and challenges of education and language studies. (pp. 172-196). UPNM Press.
Ain Suraya, H. & Norhanim, A. S. (2021). Teaching Literature among Pre-Service Teachers: Challenges and Solutions. LSP International Journal, 8(1), 95–103.
Arifatin, F. W. (2019). Stylistics And Figurative Language in Sue Monk Kidd’s The Secret Life of Bees: A Stylistics Analysis. Journal Of English Language And Pedagogy, 2(2), 131–145.
Bist, R. B. (2018). Role of the Literature in ELT Course of Mid-Western University. Journal of NELTA Surkhet, 5, 56-64.
Dahiru, M. (2020). Challenges of Teaching Literature-in-English in Secondary Schools in Borno and Yobe, Nigeria. International Journal of Linguistics, Literature and Translation (IJLLT), 3(12), 233-244.
Dar, F. R., Kamran, R., & Asad, M. (2021). Identification of Challenges in Teaching World Literature Course at Undergraduate Level. PJER, 4(4), 402-418.
Emodi, L. N. (2017). Attitude Of Teachers to The Use of Literature in Teaching the English Language Skills in The Nigerian Classrooms: A Study of Ihiala Local Government Area of Anambra State. Ansu Journal of Language and Literacy Studies, 1(2), 404-420.
Faiza, R. A. & Azlina, A. A. (2020). Systematic Review: The Challenges and Approaches in The Teaching of English Literature in Enhancing English Proficiency. International Journal of Academic Research in Progressive Education & Development, 10(4), 318–336.
Farhanah, M. F. & Hadina, H. (2022). The Implementation of Literature Teaching Approaches in the ESL Classroom: A Systematic Review. LSP International Journal, 9(1), 149–165.
Gatdula, L. A. N., Gomez, A. C., Rosales, D. W., & Sophia Jean O. Sunga, S. J. O. (2022). Challenges Encountered in Teaching and Learning Literature: Perspectives from Higher Education Students and Faculty Members. World Wide Journal of Multidisciplinary Research and Development, 8(1), 17-22.
Hanna Insyirah, M. S. & Muhammad Hafidzudeen, N. (2022). The Malaysian Literature in English Programme (Literature in Action): A Position Paper. Insight Journal, 9(2), 43-54.
Harwati, H. & Mohamad Asyraf, A. T. (2019). The Learning of English Literature in Malaysia: A Review of Literature. Religacion, 4(17), 68-74.
Hussein, E. T. & Al-Emami, A. H. (2016). Challenges to Teaching English Literature at the University of Hail: Instructors’ Perspective. Arab World English Journal (AWEJ), 7(4), 125-138.
Işikli, C., & Tarakcioglu, A.O. (2017). Investigating problems of English literature teaching to EFL high school students in Turkey with focus on language proficiency. Journal of Language and Linguistic Studies, 13(2), 82-95.
Istiyani, E. (2014). Second Language Learners’ Attitudes and Strategies in Learning English as A Foreign Language. Jurnal Penelitian Humaniora, 15(2), 99-110.
Jannah, M., Sahiruddin, & Rusmawati, R. (2022). Examining The Motivation to Read and Its Relationship with Second Language Reading Proficiency in An Indonesian EFL Tertiary Context. Journal Of English Language And Pedagogy, 5(2), 216–228.
Kaowiwattanakul, S. (2021). CEFR Based Learning Approach: Using Literature to Enhance EFL Students’ Reading Skills and Critical Thinking Skills. English Language Teaching, 14(11), 66-79.
Karlsson, E. (2018). Literature in the EFL Classroom: Teachers’ attitudes on the use of literature in the EFL classroom for grades 4-6. [Bachelor's thesis, Dalarna University]. Diva Portal.
Karnine, S. M. B. B. V. K. S. V., Preece, A. S. D., Ahmad, I. B. S., & Muhammad, S. S. B. (2022). A Study on Difficulties Encountered and Perception by English as Second Language (ESL) Learners in Malaysian University Examination Test (MUET). Proceedings of International Academic Symposium of Social Science 2022, 82(1), 1-11.
Kaur, P. & Mah, Z. J. (2022). The CEFR-Aligned Curriculum: Perspectives of Malaysian Teachers. Asian Journal of Research in Education and Social Sciences, 4(1), 138-145.
Nadesan, N. K., & Md. Shah, P. (2020). Non-Linguistic Challenges Faced by Malaysian Students in Enhancing Speaking Skills. Creative Education, 11, 1988-2001.
Nagayar, S., Abdul Aziz, A. & Kanniah, M. N. (2015). Young Adult Literature and Higher-order Thinking Skills: A Confluence of Young Minds. International Journal of Language Education and Applied Linguistics (IJLEAL), 3, 51-61.
Nor, K. M., Razali, M. M., Talib, N., Ahmad, N., Sakarji, S. R., Saferdin, W. A. A. W. M., & Nor, A. M. (2019). Students’ Problem in Learning English as a Second Language Among MDAB Students at UITM Malacca. International Journal of Humanities, Philosophy, and Language, 2(7), 1-12.
Nor Hashimah, I. & Che Ton, M. (2012). Literary Texts for Malaysian Secondary Schools: Needs versus Policy. International Journal of Humanities and Social Science, 2(7), 76-86.
Noraishah, I., O., Parilah, M. S., Aidah, A. K., Aminuddin, Y., Rosseni, D., Nor Azlina, R., & Nor Syazwani, M. S. (2015). Personalizing Learning of English Literature: Perceptions and Challenges. Journal of Personalized Learning, 1(1), 104-112.
Normazidah, C. M., Koo, Y. L., & Hazita, A. (2012). Exploring English Language Learning and Teaching in Malaysia. Journal of Language Studies 35, 12(1), 35-51.
Nur Ashiquin, C. A., Abdul Halim, A. R., & Masdinah Alauyah, M. Y. (2021). Policy Change Implementation: The Case of The CEFR in Malaysian ESL Classrooms. Journal of Nusantara Studies, 6(2) 296-317.
Rochman, M. (2018). The Importance of Teaching Reading: Improving Students’ Reading Comprehension in EFL Context Emphasized on Reading Fluency and Accuracy. Journey: Journal of English Language and Pedagogy, 1(1), 6-14.
Siti Salina, M., Ramlee, M., & Othman, L. (2014). Teacher’s Approaches in Teaching Literature: Observations of ESL Classroom. Malaysian Online Journal of Educational Science, 2(4), 35-44.
Suliman, A. & Yunus, M. M. (2014). The Re-Introduction of English Literature Subject in Malaysian Secondary Schools; Urban versus Rural Teachers. Journal of Education and Human Development, 3(2), 943-955.
Tayib, C. K. & Hassan, H. S. (2020). Challenges Encountering Literature Teachers of EFL Classes in Salahaddin University/ Erbil. Twezhar Journal, 1209-1248.
Ugwu, E. O. (2022). The challenges facing effective teaching of Literature-in-English in Nigerian secondary schools. Journal of Educational Research and Practice, 12(1), 160–178.
Ukat, J. A., & Hanita, H. I. (2022). Teaching Literature in Malaysian English Classrooms: A Review on its Challenges and Opportunities. International Journal of Academic Research in Business and Social Sciences, 12(11), 1991 – 2004.
Wok Zaki, A. & Darmi, R. (2021). CEFR: Education towards 21st Century of Learning. Why Matters? Journal of Social Science and Humanities, 4(2), 14-20.
Yahya, O. (2017). Inclusion of literature components in Malaysia’s English paper: The challenges and Pros in teaching and learning. Al-Ta Lim Journal, 24(3), 174-186.
Yulnetri (2018). Obstacles Encountered While Integrating Literature in Teaching English. Jurnal Ta’dib, 21(1), 39-50.
Zainab, M. N., Isarji, S., & Zaidi, M. A. (2017). English Language Proficiency and Initiatives of Malaysian Universities. The Social Sciences, 12(1), 1-4.
Published
2023-03-18
How to Cite
Mohd Nawi, N. S., & Muhmad Nor, N. A. A. (2023). The Challenges in the Teaching of English Literature. Journey: Journal of English Language and Pedagogy, 6(1), 130-147. https://doi.org/10.33503/journey.v6i1.2640
Section
Articles
Copyright (c) 2023 Nur Syafiqa Mohd Nawi, Nurul Asma' Amani Muhmad Nor
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