Investigating University Level Instructors’ Perceptions of an Integrated Technology-Aided Approach to Teaching Literature (A Case Study at MSA University)

Abstract

This study aimed at investigating the perceptions of university level instructors on the use of an integrated technology-aided approach to teach literature to students that take English as a foreign language (EFL). To achieve this aim, a random sample of eleven university level literature instructors working at October University for Modern Sciences and Arts (MSA) was chosen to investigate their perceptions on an integrated technology-aided approach. For the purpose of the study, the researcher designed a structured interview, which was assessed for its validity and reliability, and conducted it with the selected sample. The study findings revealed that the instructors preferred not only traditional technological aids such as videos, audios, and eBooks but also more innovative ones such as digital storytelling, hypertexts, digital mapping and blogs. Moreover, an overall positive response regarding the applicability of an integrated technology-aided approach was observed. In addition to the previous, several key challenges regarding the implementation of such an approach were pointed out, including the unavailability of necessary equipment, the time constraints, and the lack of training in the use of technology for both the students and the instructors. However, it is noted that the results of the current study are rather limited due to the narrow scope of the study and its descriptive nature. Therefore, it is recommended to conduct a similar study on a larger scale to investigate not only the perceptions of university level literature instructors across different universities and/or governorates but also the perceptions of the university students taking literature courses. Additionally, it is suggested to use the quasi-experimental method to investigate the effectiveness and challenges of the proposed integrated approach.