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

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Revisiting the Assessment of Second Language Abilities: From Theory to Practice

Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

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.

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Author information

Authors and Affiliations

  1. University of Jeddah, English Language Institute, P. O. Box 7320, 21462, Jeddah, Saudi Arabia

    Manal Qutub

Authors
  1. Manal Qutub
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Corresponding author

Correspondence to Manal Qutub .

Editor information

Editors and Affiliations

  1. Department of English, Faculty of Human and Social Sciences of Tunis, Tunis, Tunisia

    Sahbi Hidri

Appendices

Appendix 1: Fiction Achievement Test

DIRECTIONS

  1. 1.

    This is a test of your fiction achievement.

  2. 2.

    You will have (90) minutes to finish it.

  3. 3.

    The test consists of 23 items designed to measure your competence in dealing with the literary texts of fiction.

  4. 4.

    Part 1 is about the novella “The Old Man and the Sea” by Ernest Hemingway. It contains ten multiple choice questions. For each question, choose the best response on the basis of the content of the novella you have studied.

  5. 5.

    Part 2 is about the elements of fiction, it contains six items. You are required to provide a concise definition for each element.

  6. 6.

    Part 3 contains four items. To answer this section you should fill in a blank story-element map.

  7. 7.

    Part 4 contains three open-response items. Read each question carefully. Try planning before you write. Your response should include an introduction, body or details, and conclusion.

  8. 8.

    You may write corrections or additions nearly between the lines of your response, but do NOT write in the margins of the lined pages. Illegible answers cannot be scored, so you must write clearly.

  9. 9.

    If you finish before time is called, you may review your work. Lay your pen down immediately when time is called.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Fiction Achievement Test

Student’s Name: _________________________________ Reg. No. _____________

Part 1 (10 min)

From the novella “The Old Man and the Sea” by Ernest Hemingway, respond to the following questions choosing the right answer from (A, B, C or D):

  1. 1.

    In what month does the story take place?

    1. (A)

      September

    2. (B)

      October

    3. (C)

      July

    4. (D)

      May

  2. 2.

    How does Hemingway describe Santiago’s eyes?

    1. (A)

      They are full of pain

    2. (B)

      They are blank with defeat

    3. (C)

      They betray the weariness of his soul

    4. (D)

      They are the color of the sea

  3. 3.

    Santiago thought the light of what city would guide him home?

    1. (A)

      Cardenas

    2. (B)

      San Juan

    3. (C)

      Havana

    4. (D)

      Bautista

  4. 4.

    How does Santiago kill the marlin?

    1. (A)

      With a harpoon

    2. (B)

      With a club

    3. (C)

      With a knife

    4. (D)

      With a gun

  5. 5.

    What type of shark was the first to attack the marlin body?

    1. (A)

      Tiger

    2. (B)

      Shovel-nosed

    3. (C)

      Thrasher

    4. (D)

      Mako

  6. 6.

    During his great struggle with the marline, what does Santiago wish repeatedly?

    1. (A)

      He wishes he were younger

    2. (B)

      He wishes for better equipment

    3. (C)

      He wishes that the fishermen who mocked him were present to witness his victory.

    4. (D)

      He wishes that the boy, Manolin, were with him.

  7. 7.

    What percentage of the marlin’s flesh was left when Santiago reach the shore?

    1. (A)

      75%

    2. (B)

      50%

    3. (C)

      25%

    4. (D)

      0%

  8. 8.

    What was Manolin’s first reaction when he saw the returned Santiago?

    1. (A)

      To cry

    2. (B)

      To laugh

    3. (C)

      To ask about his voyage

    4. (D)

      To go home and wait for him to awake

  9. 9.

    What does Manolin decide to do after speaking to Santiago at the end of the story?

    1. (A)

      Leave the shore for the city

    2. (B)

      Catch his own marlin

    3. (C)

      Take over fishing to Santiago

    4. (D)

      Join Santiago to fish with him

  10. 10.

    What is the old man dreaming of at the end of the story?

    1. (A)

      The boy

    2. (B)

      Lions

    3. (C)

      The marlin

    4. (D)

      A rainfall

Part 2 (10 min)

Give a concise definition for each of the following terms:

  1. 11.

    Plot: _______________________________________________________

  2. 12.

    Irony: ______________________________________________________

  3. 13.

    Character: ___________________________________________________

  4. 14.

    Theme: _____________________________________________________

  5. 15.

    Setting: _____________________________________________________

  6. 16.

    Point of view: ________________________________________________

Part 3 (10 min)

Fill in the spaces in the following story-elements map to display the elements of “The Happy Prince” by Oscar Wilde.

figure a

Part 4 (60 min)

Give a detailed answer to the following questions. Note, your response should include an introduction, body or details, and conclusion.

  1. 21.

    What are the moral lessons that you can get from “The Necklace” by Guy de Maupassant? Support your answer with illustrations from the text.

    ______________________________________________________________

  2. 22.

    Read the following extract carefully, then answer with reference to the context:

    “I was startled when the bill of fare was brought, for the prices were a great deal higher than I had anticipated. But she reassured me. ‘I never eat anything for luncheon’, she said.”

    ______________________________________________________________

  3. 23.

    Katherine Mansfield paints a picture of an elderly woman “Miss Brill”, who believes life is a walk in the park, until a couple leads her to believe life is not all fantasy. Write a detailed description for Miss Brill’s personality.

    ______________________________________________________________

Appendix 2: Four-Point Scoring Rubric for Fiction Achievement Test (Open-Response Questions; Part 4)

Student Name: ______________________________________ Date: __________

Literary understanding features

1

2

3

4

Score

Appropriate interpretations for the literary text

– Demonstrates little grasp of the text

– Lacks an interpretation or may be a simple retelling of the passage

– Lacks textual examples and details

– Develops interpretations that demonstrate a limited grasp of the text

– Includes interpretations that lack accuracy or coherence as related to ideas, premises, or images from the literary text

– Provides few, if any, textual examples and details to support the interpretations

– Develops interpretations that demonstrate a comprehensive grasp of the text

– Organizes accurate and reasonably coherent interpretations around clear ideas, premises, or images from the literary text

– Provides textual examples and details to support the interpretations

– Develops interpretations that demonstrate a thoughtful, comprehensive grasp of the text

– Organizes accurate and coherent interpretations around clear ideas, premises, or images from the literary text

– Provide specific textual examples and details to support the interpretations

 

Pertinent development for fictional narrative

Lacks a developed plot line

Provides a minimally developed plot line, including characters and setting

Provides an adequately developed plot line, including major and minor characters and a definite setting

Provides a thoroughly developed plot line, including major and minor characters and definite setting

 

Efficiency of organization

Inadequate or no organization that demonstrates no evidence of structure with no introduction or conclusion. Lack of traditional devices

Limited organization that demonstrates evidence of structure with an uncertain introduction and conclusion. Only some transitional devices

Adequate organization that demonstrates a generally unified structure with a noticeable introduction and conclusion. Consistent use of transitional devices

Effective organization that demonstrates a cohesive and unified structure with an engaging introduction and a strong conclusion. Effective use of transitional devices

 

Effectual Language use, voice, and style

Inadequate language use, voice, and style. The response demonstrates unclear and incoherent language and word choice, no awareness of audience, and major errors in sentence structure and usage

Limited language use, voice, and style. The response demonstrates simple language and word choice, some awareness of audience and control of voice. Relies on simple sentences with insufficient sentence variety and word choice

Adequate language use, voice, and style. The response demonstrates appropriate language and word choice, with an awareness of audience and control of voice, generally uses correct sentence structure with some variety

Effective language use, voice, and style. The response demonstrates precise language and word choice, a definite voice, and a clear sense of audience, uses well structured and varied sentences

 

Control of mechanics and conventions

Inadequate or no control of mechanics and conventions. Errors so severe in grammar, mechanics, punctuation, and spelling that they significantly interfere with the meaning of the massage

Limited control of mechanics and conventions. Several noticeable errors in grammar, mechanics, punctuation, and spelling that may interfere with the meaning of the massage

Adequate control of mechanics and conventions. Some errors in grammar, mechanics, punctuation, and spelling that do not significantly interfere

Effective control of mechanics and conventions. Few or no errors in grammar, mechanics, punctuation, and spelling

 

Total score

20

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Qutub, M. (2018). Assessing Literature for the Classroom Among Female Learners of English in an EFL Context in Saudi Arabia. In: Hidri, S. (eds) Revisiting the Assessment of Second Language Abilities: From Theory to Practice. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-62884-4_11

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  • DOI: https://doi.org/10.1007/978-3-319-62884-4_11

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  • Print ISBN: 978-3-319-62883-7

  • Online ISBN: 978-3-319-62884-4

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