Challenges and Opportunities of Teaching Literature in Kurdistan Region of Iraq

Abstract

This study aims to investigate the challenges literature teachers in Kurdistan Region of Iraq (KRI) face and the factors underlying the challenges while teaching literature. This paper is based on a questionnaire which consists of twenty items; 17 items are statements that require the participants’ responses on a five-point scale and the other three items are open-answer questions about literature in general. The study implemented a mixed approach: a quantitative approach to analyse the responses of the participants to the 17 on a five-point scale and a qualitative approach to analyse the responses to the remaining three open-answer questions. The results of the study showed that method of teaching is the most challenging component of literature teaching. The material taught is the second highest contributing factor to literature teaching challenges in KRI. Then, the external factors and the students are medium challenges respectively. Teachers are the least contributing factors in this regard. Analysis of the open-answer questions revealed that teaching literature is rewarding intellectually, philosophically, aesthetically and socially. It also exposed the concerns of a few respondents on how a literature class should be if they are given a choice to be in one.

Combing Learners’ Challenges in The Learning of Literature in Malaysian ESL Classrooms: A Review

“…al., 2019). All in all, literature is a multidimensional linguistic, symbolic, and thematic embodiment of life that can only be approached with the use of practical analytical methods and critical thought (Mohammed et al, 2021).…”