Constraints experienced by EFL literature students: A case study from an Algerian university

  • Tayeb Bouazid
  • Cheryl S le Roux


This article investigates the perceptions and experiences of second language reading and comprehension of Arabic-speaking university students in TEFL (Teaching English as a Foreign Language) literature classes. In reflecting students’ observations and experiences in a variety of classroom activities, the study attempts to uncover the constraints and challenges students experience and to suggest ways in which these difficulties could be overcome. The findings of the study reveal that lecturers have a significant role to play in helping students overcome barriers to understanding and interpreting literature. Recommendations for improving comprehension and enjoyment in L2 literature studies include the teaching and modelling of appropriate reading strategies that improve critical and analytical thinking skills; teaching and learning within a collaborative learning environment which fosters the development and exploration of ideas; and improving students’ background knowledge relevant to the text being studied.

Author Biographies

Tayeb Bouazid
Mr Tayeb Bouazid is a graduate and postgraduate lecturer in the English Department University Mohamed Boudiaf, Msila, Algeria. He has an MA in psychopedagogy and TEFL, a MEd (with specialisation in Environmental Education (UNISA) and a Teacher Trainer Certificate of Advanced Studies from Lancaster University. Mr Bouazid is a freelance writer for the London School of Journalism.  E-mail address:    
Cheryl S le Roux
Prof Cheryl le Roux (corresponding author) is professor in education in the School of Education, UNISA. Her current academic and research interests include visual research methodologies and the promotion of critical thinking skills. E-mail address: