Literary Encounters with the Self and the Other: Proficient Reading and Text Interpretation Revisited

This study explores the potential influence of reading and interpreting literary texts on EFL (English as a Foreign Language) students’ perceptions of the Self and the Other. Literary texts are often proclaimed to conceal underlying structures and deeper meanings, with one of their significant effects being the alteration of the reader’s sense of worth. Focusing on Algerian University students majoring in English, this research investigates the different ways these learners approach literary texts and the extent to which such engagement contributes to their perception of identity and otherness. A total of 100 third-year students participated in the study, which employed both a questionnaire and interviews. The questionnaire encompassed an array of question types, including multiple-choice and five-point Likert scale items. Additionally, a short-term experimental intervention was conducted to examine how literary reading may enhance students’ self-image and their sense of viewing cultural otherness. The findings provide strong evidence of the positive role that literary texts’ content can play in advancing EFL students’ self-growth and self-worth. Both the qualitative and quantitative results suggest that focusing on the psychological and reflective dimensions of literary content nurtures more tolerant and empathetic attitudes toward the Self and the Other within the Algerian context. The treatment results through an independent samples t-test revealed considerable improvements in the experimental group’s post-test scores, reinforcing the positive impact of literary engagement. Furthermore, the study found that Algerian EFL students often develop personal strategies to consciously and positively approach the literary content in a way that consolidates their identity construction.