Assessing Literature for the Classroom Among Female Learners of English in an EFL Context in Saudi Arabia

  • Manal QutubEmail author
Part of the Second Language Learning and Teaching book series (SLLT)


Assessing the construct of literature in an EFL context, such as Saudi Arabia, has been a neglected area basically for different educational, social and practical reasons. This study investigated the assessment of a literature course among 60 female students that ranged in age between 17 and 20 at a tertiary level in KSA. An achievement exam on testing a literature task was administered to these students. The results of the study conducted at the Girls’ College of Education in Makkah, Saudi Arabia, indicated that some of EFL students were incapable of understanding and dealing with literary texts. Their deficiencies were attributed to the traditional teaching methods applied to the teaching of literature on the one hand and to the language weaknesses and the conventional ways of presenting literature in EFL classes, on the other. The different statistical tests carried out showed that there were no statistically significant differences between the means of freshmen EFL students’ achievement scores in the control and experimental groups on the fiction achievement post-test at p < 0.05 significance level. Recommendations were highlighted to consider defining the construct of literature both theoretically and operationally and to design a list of test specifications that literature teachers should implement to measure this construct for learners of English in a similar context. The study had implications for research and pedagogy.


Literature Assessment Literary tasks Construct Achievement Test specifications 


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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.University of JeddahEnglish Language InstituteJeddahSaudi Arabia

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