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Mary
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DOI:10.17265/1539-8072/2025.12.001
Monywa University, Monywa, Myanmar
The objectives of this qualitative research were: (a) to analyze the challenges faced by English literature teachers in teaching English through literature curriculum in English as a foreign language (EFL) classrooms of Myanmar; and (b) to examine the insights from stakeholders towards teaching English through literature curriculum in EFL classrooms of Myanmar. The samples were composed of 27 English literature teachers from specific Arts and Science Universities, six government officials and three local business leaders. They were selected through a purposive sampling method. The research conducted through a semi-structured interview, classroom observation, and focus group discussion. Content analysis and document analysis were used to analyze the data. The findings suggest that challenges can be categorized into three groups: student-related, teacher-related, and external factors. Additionally, the study highlights the importance of students’ language proficiency, linguistic, and stylistic complexity of texts, and cultural familiarity in influencing the teaching-learning process. The results contribute to a better understanding of the challenges faced by English literature teachers in Myanmar, offering insights for the improvement of teaching practices in this context.
challenges, English literature curriculum, Myanmar Higher Education, insights from stakeholders
Mary, Exploring Challenges in Teaching English Through Literature Curriculum in Myanmar Higher Education: Insights from Stakeholders. Sino-US English Teaching, December 2025, Vol. 22,
No. 12, 251-262 doi:10.17265/1539-8072/2025.12.001
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