Reader-response approach in analyzing literary texts from Algerian EFL learner's and teacher perspectives

Abstract EN

This descriptive research aims at investigating the reader-response approach application in the Algerian EFL classroom from learners-teachers perspectives to enhance students' autonomy in analyzing literary texts.

since learners depend on their teachers in analyzing literary texts, there is a need for an approach that would help them break free and take charge in their learning process.

in this research paper, the researcher used a qualitative research tool and designed two questionnaires.

they were posted online for EFL teachers and learners from four different universities in Algeria.

the results show that teachers are familiar with the reader-response approach and believe that it may help learners be more autonomous.

however, both learners and teachers expressed many challenges and struggles that may hinder the proper application of this approach.