The impact of comparative postcolonial instruction on EFL learners’ perception of self and other : the case study of master's students, English Department, University of Khenchela

Abstract

This study investigates the pedagogical challenges of teaching postcolonial literature, highlighting the need to address cultural variables that may alter learners' identities, interactions with the Other, and perceptions of postcolonial texts. A mixed-methods approach was adopted to investigate the influence of intellectual imperialism on course dynamics using an experimental quantitative strategy. An observational qualitative strategy was used to assess the effectiveness of comparison in achieving intercultural understanding. A random sampling method was used to select fifty-nine students enrolled in the postcolonial theory/literature class of the Master’s program (2022/2023), Department of English, University of Khenchela, Algeria. The collected data was examined through qualitative discourse analysis, and a systematic process of Python programming language coding was utilized to yield numerical results. The findings validate intellectual imperialism, marked by media homogenization and misinformation, Eurocentrism, dominant Orientalist ideologies and portrayals, and limited self- and Other-awareness. This study aims to facilitate the teaching of culturally dense literature, resolve cultural entanglements, and enhance intercultural communicative competence among EFL learners. This approach seeks to foster critical thinking, identity-consciousness and the capacity to engage with others thoughtfully and empathetically via postcolonial narratives.