Moroccan EFL Students’ Perceptions of the Literary Studies Module: Evidence from ESEF Berrechid and Beni Mellal

Abstract

This study examined the perceptions of 306 EFL students from Écoles Supérieures de Éducation et de la Formation (hereafter ESEF) Berrechid and Beni Mellal regarding the Literary Studies module in Moroccan tertiary education. Using an online questionnaire, the research assessed students’interest, perceived value, difficulty, teaching methods, and overall satisfaction. Findings revealed that most participants considered Literary Studies a meaningful and enriching aspect of their academic experience. The majority reported high engagement, motivation, and satisfaction, recognizing the module’s contributions to linguistic proficiency, cultural awareness, and critical thinking. While some students found the reading materials challenging, adequate support and effective teaching strategies helped them overcome these difficulties. The study also explored gender differences in perception: both male and female students exhibited high levels of positive perception, with female participants reporting a slightly higher mean score; however, this difference was not statistically significant, indicating that gender minimally influenced attitudes toward the module. Contrary to previous literature that emphasizes ongoing negotiation or tension over the value of Literary Studies, this study’s results demonstrate near-universal positive perceptions among EFL students in this context.