Exploring Vietnamese EFL Students' Perceptions towards Literature Courses in English Studies Program





Vietnamese EFL learners, Literature courses, Perceptions, Benefits, Challenges


This study aimed to identify Vietnamese EFL students' perceptions of literature courses in the English Studies Program at a university in the Mekong Delta. A total of 77 English-majored learners who were in their final year participated in the study. The researcher employed a quantitative research design and collected the data using a survey questionnaire. The questionnaire asked participants to select the importance, benefits, and challenges when they enrolled in different literature courses. The results indicated that literature provided a volume of grammatical structures and vocabulary, knowledge of culture, and fostered students' personal skills development. The participants also perceived the length of works and the complexity of different literary devices as their most significant challenges when participating in literature courses. Learners generally experienced more benefits than challenges during their literature learning process. The study suggested that stakeholders might take into consideration integrating more literature courses in the English Studies program.

Author Biography

Nguyen Thi Tuyet-Nhung, School of Foreign Languages, Tra Vinh University, Vietnam

Ms. Nhung Thi Tuyet Nguyen, a PhD candidate, has joined the staff of School of Foreign Languages, Tra Vinh University, Vietnam since 2009. She earned a BA in English Education in 2008 and MA degree in TESOL in 2015. She has published several peer-reviewed journals and presented at various international conferences. Currently, Ms. Nhung is a PhD candidate in the field of English language teaching methodologies. Her research interests include language teaching and learning, literature and intercultural communication, pedagogical translanguaging, AI in language teaching and learning.


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How to Cite

Nguyen, T. T. N. (2023). Exploring Vietnamese EFL Students’ Perceptions towards Literature Courses in English Studies Program. International Journal of Language Instruction, 2(3), 80–96. https://doi.org/10.54855/ijli.23234



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