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Journal articles on the topic 'Teachers in literature'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Wear, Delese. "What Literature Says to Preservice Teachers and Teacher Educators." Journal of Teacher Education 40, no. 1 (1989): 51–55. http://dx.doi.org/10.1177/002248718904000111.

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2

Allen, John. "Literature, Lives, and Teachers." Pedagogy 3, no. 2 (2003): 304–11. http://dx.doi.org/10.1215/15314200-3-2-304.

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3

Lundin, Anne. "Library Literature for Teachers." Language Arts 65, no. 3 (1988): 335–37. http://dx.doi.org/10.58680/la198825028.

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4

Isidro, Elizabeth Imperio, and Kathryn Button. "Teachers’ Responses to Teacher Images in Picturebooks." Language and Literacy 18, no. 3 (2017): 33. http://dx.doi.org/10.20360/g27g74.

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Many studies look into the responses to literature of students and how these responses may affect their identities. However, rarely do studies look into teachers’ responses to literature as far as their teacher identities are concerned. This study focuses on a beginning teacher’s responses to select children’s picturebooks and how his responses reflect his current school contexts and experiences, his emerging teacher identity, and the values he holds in teaching.

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5

Assali, Mouna Abou, Kathy O’Sullivan, and Petros Violakis. "Teacher Persistence/Resilience in Relation to Professional Development: A Systematic Literature Review." Academic Journal of Interdisciplinary Studies 13, no. 4 (2024): 668. http://dx.doi.org/10.36941/ajis-2024-0145.

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In the education sector, teachers’ persistence and resilience has been a topic of considerable debate, prompting us to question how professional development of teachers can enhance persistence and resilience among teachers. Current study highlights the importance of teacher’s behaviour and their vital role in education system. To date, no systematic review has provided the answer to this question. Thus, this systematic review has presented a synthesis of six studies that have related teachers’ persistence and resilience to the professional development of teachers. The studies, two of which wer

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6

Conry, Clare E. "New Teachers: A Student Teacher's Experiences Structuring Literature-Based Discussions." English Journal 86, no. 8 (1997): 82. http://dx.doi.org/10.2307/821632.

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7

Conry, Clare E. "New Teachers: A Student Teacher’s Experiences Structuring Literature-Based Discussions." English Journal 86, no. 8 (1997): 82–85. http://dx.doi.org/10.58680/ej19973492.

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Describes and discusses various attempts made by a student teacher to improve the discussions in her English classroom. Describes how she used structured discussions, learned from chaotic discussions, and facilitated discussion through a mock trial. Notes progress in facilitating discussions that were on task and that incorporated students’ thoughts and experiences as they related to the topic.

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8

R. PORTIA, R. PORTIA, and Dr A. JOYCILIN SHERMILA. "Stress, Stressors of Teachers’ – A Probe Into Literature." Indian Journal of Applied Research 4, no. 8 (2011): 1–3. http://dx.doi.org/10.15373/2249555x/august2014/193.

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9

Willegems, Vicky, Els Consuegra, Katrien Struyven, and Nadine Engels. "Teachers and pre-service teachers as partners in collaborative teacher research: A systematic literature review." Teaching and Teacher Education 64 (May 2017): 230–45. http://dx.doi.org/10.1016/j.tate.2017.02.014.

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10

Talevski, Dushko, and Elena Shalevska. "Exploring EFL Teachers' Perceptions: Integrating Children's Literature in the Language Classroom." Teacher, no. 26 (November 13, 2023): 26–30. http://dx.doi.org/10.20544/teacher.26.04.

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Across epochs, both philosophers and educators have harnessed literature's power in language teaching, recognizing its unique benefits for language learners. Unfortunately, the Macedonian foreign language teaching system underutilizes literature in EFL instruction despite the many benefits offered by such an approach. Thus, Macedonian students are only given mere fragments of literature in their EFL textbooks – pieces of writing stripped of literary authenticity and valuable language acquisition potential. Recognizing the proven benefits of implementing literature, and the increasing interest

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11

Agee, Jane M. "Readers Becoming Teachers of Literature." Journal of Literacy Research 29, no. 3 (1997): 397–431. http://dx.doi.org/10.1080/10862969709547966.

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This naturalistic case study focuses on 2 preservice students in a secondary language arts program. I wanted to know how their histories as readers and students of literature intersected with their secondary-school literature course and how their developing stances on teaching literature changed as they moved through their preservice teaching. Data collection included fieldnotes; audiotaped interviews; reading protocols; documents such as syllabi, handouts, and assignments; preservice students' portfolios, logs, lesson plans, and tests; and videotapes of the participants teaching literature du

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12

Jackson, Claire, Umesh Sharma, Delphine Odier-Guedj, and Joanne Deppeler. "Teachers’ Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review." Australian Journal of Teacher Education 46, no. 11 (2021): 69–88. http://dx.doi.org/10.14221/ajte.2021v46n11.5.

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With the number of teacher assistants (TAs) employed in schools steadily increasing, most teachers are likely to work with a TA at various times throughout their career. International research indicates there is scope for teachers to enhance their work with TAs. This systematic review examines teachers’ perceptions of their work with TAs. Twenty-six studies were reviewed to gain insight into teachers’ thoughts, beliefs and/or impressions of their work with TAs. Ten perceptions of teachers relating to the manner in which they work with TAs were identified and further categorised into four key t

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13

Kuntadi, Cris, Eric Hermawan, Antoni Ludfi Arifin, and Antaiwan Bowo Pranogyo. "Documenting the Literature of Teachers’ Leadership Values." AL-ISHLAH: Jurnal Pendidikan 15, no. 1 (2023): 863–70. http://dx.doi.org/10.35445/alishlah.v15i1.2688.

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The aim of this study is to conduct a literature review related to the values of a teacher's leadership grounded on six aspects, namely focus, open-mindedness, respect, doing the best, being excellent, and integrity. This literature study employed a digital literature search to obtain the data. Some selection criteria were considered such as the published articles from 2010 – 2020. From the selection, 10 articles were gathered and analyzed using content analysis. The analysis results informed that teacher's leadership is not only task and people-oriented, but also focuses on transforming a tea

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14

Larasati, Rachelina, and Paulus Kuswandono. "Enhancing Teachers’ Resilience through Teacher Professional Development." Language Circle: Journal of Language and Literature 17, no. 2 (2023): 391–402. http://dx.doi.org/10.15294/lc.v17i2.42673.

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Many studies have proven that teacher resilience is one of the fostering factors of teacher commitment to stay in their teaching career. Although many studies have been conducted around the topic of teacher resilience, there is still a gap in the literature on what teacher professional development was done by resilient teachers that contributed to their decision to stay in their careers. In filling the void, this narrative inquiry-designed research aimed at understanding the experiences and perceptions of teachers considered resilient in their teaching career's early years. In-depth interviews

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15

Keefer, Gina, and Gillian Lazar. "Literature and Language Teaching: A Guide for Teachers and Teacher Trainers." TESOL Quarterly 29, no. 1 (1995): 208. http://dx.doi.org/10.2307/3587823.

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16

Manarisip, Alessandro Jeremi, Rabiatul Adawiyah, and Sri Handayani. "Competencies of Chemistry Teachers and Prospective Teachers: A Literature Review." Jurnal Penelitian Pendidikan IPA 9, SpecialIssue (2023): 191–97. http://dx.doi.org/10.29303/jppipa.v9ispecialissue.6031.

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The role and function of teachers as professionals is to implement the national education system and realize national education goals, which is to develop the potential of students. Therefore, the competence and professional development of teachers must be in line with the way they carry out learning, especially in chemistry subjects. Where this subject is one of the subjects that most students are less interested in. The focus of this research is to collect information about the outcome of research that discusses the competence of chemistry teachers and prospective teachers, the research desi

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17

Batchelor, Katherine. "The “Us” in Discuss: Grouping in Literature Circles." Voices from the Middle 20, no. 2 (2012): 27–34. http://dx.doi.org/10.58680/vm201221832.

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This article describes one middle school teacher’s use of literature circles using heterogeneous grouping. It begins with a brief rationale for using literature circles in the language arts classroom. Next, it describes techniques to form literature circles. Then, it shares how to build and establish a supportive environment within each group. It ends with ways teachers can monitor groups and offers suggestions to formally and informally assess group and individual learning. Its goal is to help middle school teachers implement group work in order to build a classroom community of lifelong read

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18

Bardach, Lisa, and Robert M. Klassen. "Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness." Educational Research Review 30 (June 2020): 100312. http://dx.doi.org/10.1016/j.edurev.2020.100312.

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19

Dr. Mahrukh Shakir. "Effective Evaluation of Teachers’ Non-verbal Behaviour in Classrooms." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 3 (2020): 294–304. http://dx.doi.org/10.36902/rjsser-vol1-iss3-2020(294-304).

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This study attempts to develop a comprehensive scale or instrument for measurement or evaluation of teachers’ non-verbal behavior based on a review of a range of relevant literature. The theoretical proposition in literature argues that teacher's immediacy behavior directly influences students' motivation, which in turn influences students’ learning. Given the literature report of the high influence of teachers’ behavior on learners’ motivation and ultimately learning, it was deemed important to develop such a scale which could evaluate how teacher’s behavior affects students' motivation in a

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20

Cremin, Teresa, Marilyn Mottram, Eve Bearne, and Prue Goodwin. "Exploring teachers' knowledge of children's literature." Cambridge Journal of Education 38, no. 4 (2008): 449–64. http://dx.doi.org/10.1080/03057640802482363.

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21

Zhen, Xinheng, and Qian Liu. "The impact of a teacher’s professional identity on his/her occupational happiness: The mediating role of psychological capital." Nurture 17, no. 3 (2023): 394–406. http://dx.doi.org/10.55951/nurture.v17i3.359.

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Purpose This paper is to explore the factors that influence the professional identity of university teachers on their occupational happiness, and to understand and study the mediating role of psychological capital between a teacher’s professional identity and a teacher’s occupational happiness. Design/Methodology/Approach: This paper uses a quantitative approach to testing. And this paper randomly selected 209 teachers (including full-time teachers and managers) from the Hebei Academy of Fine Arts located in Shijiazhuang, Hebei Province, as the research subjects. Findings: There exists a posit

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22

Miguel, Dos Santos, Luis. "The Relationship Between Teachers Beliefs, Teachers Behaviors, and Teachers Professional Development: A Literature Review." International Journal of Education and Practice 7, no. 1 (2019): 10–18. http://dx.doi.org/10.18488/journal.61.2019.71.10.18.

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23

Romano, Tom. "Relationships with Literature." English Education 30, no. 1 (1998): 5–23. http://dx.doi.org/10.58680/ee19983724.

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Describes the ramifications of a writing assignment for preservice teachers about their relationships with literature. Reports on several of the students personal writings in response to the assignment. Presents responses of two teachers, Greg Hamilton and Deborah Kinder, about doing personal writing assignments.

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24

Gannoun, Hameed, and Farhana Diana Deris. "Teaching Anxiety in Foreign Language Classroom: A Review of Literature." Arab World English Journal 14, no. 1 (2023): 379–93. http://dx.doi.org/10.24093/awej/vol14no1.24.

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Foreign language teaching anxiety is a complex phenomenon recently receiving increasing attention. Negative emotions, such as anxiety, may significantly impact a teacher’s professional practices, identity, and student’s ability to learn a foreign language. Recognizing such feelings is crucial for language teachers, learners, and researchers to improve language education quality and promote successful learning outcomes. Therefore, this narrative research review examines the causes, effects, and possible interventions for anxiety about foreign language teaching. This review aims to explore the c

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25

Efilti, Pelin, and Koray Gelmez. "Celebrating the variety, fighting the confusion: An integrative review of the design teacher’s pedagogical roles." Art, Design & Communication in Higher Education 20, no. 2 (2021): 243–87. http://dx.doi.org/10.1386/adch_00041_1.

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It is difficult, but crucial, to understand the roles of design studio teachers to facilitate the learning processes and improve the teaching approaches. In this respect, the roles of design studio teachers in design education literature are seen rather dispersed. In this study, an integrative literature review of studies was conducted by examining pedagogical roles of design teachers within the frame of the learning processes (cognition, affection and psychomotor). This systematic review aims at wrapping up the literature on the design teacher’s pedagogical role and scrutinizing and mapping t

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26

Røkenes, Fredrik Mørk, and Rune Johan Krumsvik. "Development of Student Teachers’ Digital Competence in Teacher Education - A Literature Review." Nordic Journal of Digital Literacy 9, no. 04 (2014): 250–80. http://dx.doi.org/10.18261/issn1891-943x-2014-04-03.

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27

Moses, Ikupa, Wilfried Admiraal, Amanda Berry, and Nadira Saab. "Teacher Education and Student Teachers’ Commitment to Teaching: A Thematic Literature Review." Africa Education Review 18, no. 3-4 (2021): 75–92. http://dx.doi.org/10.1080/18146627.2022.2150244.

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28

Adawiyah, Rabiatul, Alessandro Jeremi Manarisip, and Suyanta Suyanta. "Literature Review Regarding PCK of Chemistry Teachers and Prospective Chemistry Teachers." Jurnal Penelitian Pendidikan IPA 9, SpecialIssue (2023): 184–90. http://dx.doi.org/10.29303/jppipa.v9ispecialissue.6145.

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This research aims to provide an overview of the research methodology used in conducting a literature review of 21 journals indexed by Scopus and included in the Q1 category during the 2013-2022 period. This research uses a literature review method, this method is a scientific approach that provides a comprehensive picture of the development of a research topic. Through this literature review, researchers can obtain information regarding the year of publication, research methods applied, instruments used in each journal, and the focus of studies conducted by each journal. At the results and di

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29

Hamid Abdulrazzaq, Ahmed. "EFL Teachers’ Perceptions of Teacher Appraisal." Journal of Education College Wasit University 48, no. 3 (2022): 539–56. http://dx.doi.org/10.31185/eduj.vol48.iss3.3089.

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The purpose of this study was to examine EFL teachers’ perceptions of teacher appraisal in terms of its purpose, methods, and criteria. Data for this study were collected from 20 EFL teachers who were given a questionnaire asking them to indicate to what extent they agreed with a total of 44 statements in a Likert-style format, with space to write their comments. Basic statistical analysis of responses revealed several characteristics that many teachers considered to reflect effective teacher appraisal. In terms of purpose, teachers seemed to lean more towards conducting appraisals for profess

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Nugroho, Irham, Miftachul Huda, Suyadi Suyadi, and Norma Dewi Shalikhah. "TEACHER PROFESSIONALISM IN THE COVID 19 PANDEMIC: A LITERATURE REVIEW." Al-Bidayah : Jurnal Pendidikan Dasar Islam 14, no. 1 (2022): 1–18. http://dx.doi.org/10.14421/albidayah.v14i1.752.

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COVID-19 has caused a crisis of teacher professionalism degradation. It has surprised teachers at all levels and at the same time inspired them to seek solutions to problems they had never encountered before. Teachers and students are required to adapt to the new normal so that teachers transition in professional life from offline to online. This study aims to analyze the professionalism of teachers during the COVID-19 pandemic, in terms of pedagogical, personality, social, and professional competencies. The method used is a systematic literature review (SLR), identifying, evaluating, and inte

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31

KIM, HEE KYONG, and Yejin Kim. "A Literature Review on Adaptive Practice of Teachers: Focusing on Network Analysis." Korean Journal of Teacher Education 38, no. 6 (2022): 341–67. http://dx.doi.org/10.14333/kjte.2022.38.6.16.

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Purpose: The purpose of this study was to analyze research papers of teachers’ adaptive practices published in the last ten years through theoretical considerations on the concept and factors of teachers' adaptive practices for examining the characteristics of teachers’ adaptive practice and related factors and to suggest future research directions and implications for teacher education. Methods: For this purpose, a total of fifty-four papers on adaptive practices published in the last ten years searched in ERIC database were analyzed for an adaptive practices’ definition, factors, and effects

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32

Van der Merwe-Muller, Lorna, and Nazreen Dasoo. "South African teachers’ experiences of continuous professional teacher development: Connections and disconnections." South African Journal of Education 41, no. 4 (2021): 1–10. http://dx.doi.org/10.15700/saje.v41n4a1919.

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In this article we present the findings of an investigation on how primary school teachers at 3 independent primary schools in Johannesburg experienced continuous professional teacher development (CPTD). There is a wealth of literature available on planning, organising and implementing effective CPTD. Such literature also highlights the importance of applying adult learning principles in CPTD contexts in order to promote teachers’ learning and development and in turn contributing to a positive effect on learning in the classroom. Exploring the value and usefulness of adult learning principles

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33

Wikholm, Miikka, and Juli-Anna Aerila. "Teaching mathematics with children’s literature in Finland." International Journal of Learning and Teaching 8, no. 4 (2016): 253. http://dx.doi.org/10.18844/ijlt.v8i4.1187.

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The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries, Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics

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34

Elpern, David J. "“Paper Teachers:”." International Journal of User-Driven Healthcare 4, no. 2 (2014): 51–56. http://dx.doi.org/10.4018/ijudh.2014040106.

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Physicians spend many years immersed (drowning?) in their professional literature. There is no way one can keep up with it and most of it is forgettable and sadly inaccurate. This paper's thesis is that the arts (literature, music, fine art, film) are vitally important to one's personal and professional development. They provide the Continuous Medical Inspiration that trumps Continuing Medical Education. Although they may not realize it, each of them has personal canon comprised of those works of art that guide them in their daily lives. Herein, thoughts on documenting one's personal canon are

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35

Lubinski, Cheryl A., and Albert D. Otto. "Links to Literature: Literature and Algebraic Reasoning." Teaching Children Mathematics 3, no. 6 (1997): 290–95. http://dx.doi.org/10.5951/tcm.3.6.0290.

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The K-4 Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) encourages teachers to broaden and develop their students' mathematical understandings by providing students with opportunities to explore and discuss patterns and relationships.

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36

Raja Aris, Raja Faiezah. "Teacher Leadership: A Literature Review." Journal of Contemporary Issues and Thought 11 (July 1, 2021): 44–51. http://dx.doi.org/10.37134/jcit.vol11.4.2021.

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Various educators and scholars have carried out the studies and research on Teacher Leadership for the last two decades. Findings have significantly shown that the teacher as a leader hold the key in improving the school administration and the students. Teachers are the closest persons, next to the parents, who are the motivator, the advisor, the knowledge giver and caregiver to the students. Teachers are the source in developing and creating the teaching and learning process to be a productive and effective environment. Teachers as leaders encourage their own development and that of their col

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37

Hargreaves, Andy. "Revisiting Voice." Educational Researcher 25, no. 1 (1996): 12–19. http://dx.doi.org/10.3102/0013189x025001012.

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Drawing on case vignettes of teachers at work, this article revisits how to conceptualize and represent teachers' voices and the teacher's voice in educational research, and in dialogue about educational change more generally. Though the article argues that representing and sponsoring teachers' voices should remain an important research priority, it also criticizes how much of the literature in this area selects and portrays particular teacher voices as exemplary or generic voices. The literature on teachers' voices has tended to represent them in a decontextualized way—in isolation from other

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38

Zancanella, Don. "The Influence of State-Mandated Testing on Teachers of Literature." Educational Evaluation and Policy Analysis 14, no. 3 (1992): 283–95. http://dx.doi.org/10.3102/01623737014003283.

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This study investigated the influence of state-mandated tests on the thoughts and actions of three middle school-junior high school literature teachers. Case studies revealed that the changes the tests caused in their teaching were a function of two factors: (a) the fit between the teacher’s preferred approach to teaching literature and the conception of literature embodied in the state tests, and (b) the amount of “curricular power” the teacher held—that is, the teacher’s place in the curricular decision-making structure of the school. The conclusions suggest that a subject such as literature

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39

Lim, Yeji. "Early childhood teachers' experience of literature education for young children in play-centered curriculum." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 8 (2023): 229–45. http://dx.doi.org/10.22251/jlcci.2023.23.8.229.

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Objectives The purpose of this study is to explore the experience of how early childhood teachers conduct literature education for young children in a play-centered curriculum. Methods The participants in this study were 20 early childhood teachers working at an early childhood education institution in Gyeonggi-do, who were taking the ｢Literature Education for Young children｣ course at the Graduate School of Education of A University. The participants collected reflective journals about what they experienced and felt about literature education for young children while implementing the pl

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40

Eko, Prasetyo Hazairin, Kurniati Victa Sari Dwi, and Kusuma Adhi. "English language teachers’ literacy competence in literature." UAD TEFL International Conference 2 (January 18, 2021): 103. http://dx.doi.org/10.12928/utic.v2.5744.2019.

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The study was carried out to describe English teachers’ literacy competence in English literature which had a very important role in the teaching of English language through literature to strengthen character educational values. The study applied descriptive statistics in the forms of frequencies “to describe and summarize the data.” In reporting the data, percentages were used (Leavy, 2017: 111). The respondents of the study consisted of fifteen English language teachers working for five senior high schools organizing special interest classes in languages. The techniques for collecting data w

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41

Ye, Maolin, and Ye Chen. "A Literature Review on Teachers’ Emotional Labor." Creative Education 06, no. 20 (2015): 2232–40. http://dx.doi.org/10.4236/ce.2015.620230.

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42

Zhang, Wei, and Junhong Tang. "Teachers’ TPACK Development: A Review of Literature." Open Journal of Social Sciences 09, no. 07 (2021): 367–80. http://dx.doi.org/10.4236/jss.2021.97027.

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Gumanová, Nikola, and Denisa Šukolová. "Competences of University Teachers: Systematic Literature Review." Journal of Educational and Social Research 12, no. 2 (2022): 15. http://dx.doi.org/10.36941/jesr-2022-0031.

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The transformation of tertiary education faces challenges that go hand in hand with growing requirements on the competences of university teachers. Quality assessment of teachers when it comes to their competences and competence approaches in general is of key importance in this process. However, teachers’ competence profiles are not unified even now, not to mention the absence of competence assessment criteria. The aim of the study is to offer a literature review on university teachers’ competences, with consideration of research methods and tools used. Altogether, through the Scopus and Web

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44

Rabin, Sydell. "Literature Study Groups: Teachers, Texts, and Readers." English Journal 79, no. 7 (1990): 41. http://dx.doi.org/10.2307/818716.

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45

May, Jill P. "Non-fiction As Literature: Future Teachers' Evaluations." Children's Literature Association Quarterly 12, no. 4 (1987): 165–67. http://dx.doi.org/10.1353/chq.0.0284.

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46

Rabin, Sydell. "Literature Study Groups: Teachers, Texts, and Readers." English Journal 79, no. 7 (1990): 41–46. http://dx.doi.org/10.58680/ej19908484.

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47

Jiménez, Francisco. "The Transformative Power of Teachers and Literature." Talking Points 15, no. 2 (2004): 12–14. http://dx.doi.org/10.58680/tp20042974.

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Francisco Jiménez, an award-winning author who began his life in the United States as a migrant farm worker, recounts two childhood experiences with teachers who helped shape his attitude toward literature and motivated him to become a teacher and a riter. Article available in print version only.

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48

Mohamad, Norliza. "Teachers‟ Attitudes towards Values Across the Curriculum: A Systematic Literature Review." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 1075–87. http://dx.doi.org/10.37200/ijpr/v24i5/pr201782.

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49

Prasetyo, Freddy, Suhendra Suhendra, and Turmudi Turmudi. "MATHEMATICS TEACHERS’ ANXIETY IN TEACHING AND LEARNING PROCESS: A LITERATURE REVIEW." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 12, no. 1 (2023): 1063. http://dx.doi.org/10.24127/ajpm.v12i1.6660.

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Over the last few decades, many studies have placed attention on math anxiety in students, but math teachers can also experience anxiety that requires the attention. Math teachers can experience the anxiety in the form of math anxiety and math teaching anxiety, which can affect the learning process of mathematics. The purpose of this study is to identify the factors that cause math anxiety and math teaching anxiety in teachers. The method used in this research is Systematic Literature Review (SLR) with a survey-based descriptive approach through analysis the articles that fulfilled the incluti

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Al Obaydi, Inst Dr Liqa’a Habeb, and Inst Dr Khansa'a H. AL- Bahadli. "Investigating Iraqi EFL Intermediate School Students’ Difficulties in Reading Literary Texts." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 224, no. 1 (2018): 43–52. http://dx.doi.org/10.36473/ujhss.v224i1.246.

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The current study aims at identifying intermediate school students’ difficulties in reading literary texts from teacher’s viewpoints, and identifying and classifying intermediate school students’ difficulties in reading literary texts from students’ viewpoints. To achieve the aims, two samples were used, fifteen teachers and thirty students/forth preparatory, were used. The researchers constructed two types of questionnaires to determine the difficulties faced by intermediate school students from both teachers and students points of view. The items of the questionnaires have been collected on

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