EFL Students' Perspectives on Compulsory Novel Study in University English Programs

Abstract

This study investigated EFL students' perspectives on studying the novel as a compulsory subject in the Department of English, Faculty of Arts at the University of Zawia. Employed a mixed-methods research design, the study utilized a questionnaire comprising closed-ended and open-ended items, which was distributed to 28 students across three academic levels. Quantitative data were analyzed using descriptive statistics, while qualitative data from open-ended responses were examined through thematic analysis. The findings revealed that students hold generally positive attitudes toward compulsory novel study. They recognized multiple benefits of studying the novel, including vocabulary acquisition, enhanced reading comprehension, cultural awareness, and the development of critical thinking skills. However, students reported significant challenges, with vocabulary difficulty being the most frequently mentioned obstacle, followed by time constraints and cultural unfamiliarity. Students also expressed a strong preference for contemporary novels over classic literature and for interactive teaching methods such as discussions, role-playing, and multimedia integration. This study contributes to the growing body of research on EFL students’ perspectives on literature education by providing empirical evidence from the Libyan higher education context. The findings highlight the necessity of careful novel selection, interactive pedagogy, and adequate vocabulary support to enhance the effectiveness of compulsory novel study in English departments.