Teachers’ perception of teaching literature in EFL classes: a context of remote secondary schools of Nepal

The purpose of this study was to explore the perception and practices of Nepali English Teachers (NETs) on teaching literature for English as a Foreign Language (EFL) students in Surkhet district of Nepal. A mixed-method research approach with an embedded explanatory sequential design was used in the study. Questionnaires and semi-structured interviews were used to collect data pertinent to the study. Data were analyzed statistically and thematically. The results of the study showed that NETs perceived the pedagogical value of using literature in English Language Teaching (ELT) in EFL contexts, as it fosters linguistic and cultural competencies of students, and enhances their active classroom participation, despite challenges like unfamiliar vocabulary, linguistic complexity, and lack of students’ reading habits. This study suggests innovative strategies in EFL teaching and curriculum development by emphasizing the positive perceptions of NETs toward integrating literature in language teaching courses.