Exploring Literature Teaching Challenges Among Secondary Level School Teachers in a Rural Area of an English as a Second Language (L2) Country

Abstract

This study aimed to address the need for more research in literature teaching, especially in an English as a Second Language (L2) context, and to consider often overlooked micro-geographical areas to improve education quality. Supporting Sustainable Development Goal (SDG) number four, this qualitative research explored the challenges faced by L2 public secondary school literature teachers (n=30) in Southern Nueva Vizcaya, Philippines. Data were collected through semi-structured interviews and focus group discussions (FGDs). Participation was voluntary, with informed consent obtained, and confidentiality and anonymity ensured. The study found that teachers faced challenges such as low English proficiency among students, negative student attitudes, limited instructional time, and insufficient resources and materials. These findings suggest the need for significant changes in education to enhance language education in L2 countries, provide activities to improve students' attitudes towards literature, allocate adequate time for reading, and supply necessary learning materials and resources. Future research could involve a larger sample of literature teachers and compare the challenges of teaching literature in L1 and L2 contexts, as well as in urban and rural areas.