Research Article TheAttitudeofSudaneseEFLStudentstowardsLiteratureto EnrichTheirVocabularyBuilding AbbasHusseinAbdelrady , 1 SyedFarhatJahara , 1 AzzaElmadaniAdamElmadani , 2 andTribhuwanKumar 3 1 Department of English Language and Translation, College of Sciences and Arts at Al-Asyah, Qassim University, Buraydah, Saudi Arabia 2 Department of English Language, School of Languages, Ahfad University for Women, Omdurman, Sudan 3 College of Science and Humanities at Sulail, Prince Sattam Bin Abdulaziz University, Al Kharj 11942, Saudi Arabia Correspondence should be addressed to Tribhuwan Kumar; t.kumar@psau.edu.sa Received 23 October 2021; Accepted 6 January 2022; Published 28 January 2022 Academic Editor: Ehsan Namaziandost Copyright © 2022 Abbas Hussein Abdelrady et al. is is an open access article distributed under the Creative Commons AttributionLicense,whichpermitsunrestricteduse,distribution,andreproductioninanymedium,providedtheoriginalworkis properly cited. isstudyaimstoexplaintheattitudeandperceptionofSudaneseEFLsecondaryschoolstudentstowardslearningliteratureto enrichtheirvocabulary.estudyisuniqueastheresearchersbelievethatnosignificantresearchintheundertakenareahasbeen conducted in secondary schools in Sudan. e study sample consists of seventy-nine subjects: thirty girls, thirty-five boys, and fourteenteachersfromAhfadSecondarySchoolinKhartoum.isstudyinvestigatedvocabularyacquisitionchallengesfacedby secondaryschoolstudentsofAhfadduetolackofinterest,lackofgoodstudymaterialforliterature,lackofexperiencedandwell- qualifiedteachers,lackofmoderntechniquesintheEFLclassroom,andtheimplementationofadesignedcurriculum.Secondary students can engage in meaningful active communication in English if they have good vocabulary, and literature is the most effective way to expand vocabulary. e study adopted qualitative methodology using a questionnaire and vocabulary building activities to perceive how literature helps vocabulary acquisition. e study results showed that the EFL subjects positively enriched their vocabulary through the existing curriculum. EFL teachers should use innovative methods to inculcate vocabulary acquisition in the heart of the EFL students to develop the spirit of reading sections. 1.Introduction Literature is novels, short stories, poems, and plays that most secondary school EFL students wish to read as part of their curriculum or self-interest to improve their vocabulary and language skills. e idea that literature can be considered an integrated component in the FL curriculum has been around for several decades [1]. Vocabulary is a core component of language proficiency. It is a never-ending process. Learning wordsisalifelongprocess,andEFLstudentsshouldconstantly update their vocabulary to achieve language proficiency. ere is no fixed method to enhance vocabulary in a day or two. Its acquisition demands meticulous and step-by-step learning. It can be enriched gradually, and one should always evince en- thusiasminfinding,education,andunderstandingnewwords. English language teachers, nowadays, use more com- municative teaching approaches. is new perspective en- courages students to be more self-aware and attentive to theirlearningprocessandthinklogicallyandcriticallyabout it. As a result, many EFL/ESL teachers, educators, and scholarshaveexpressedinterestinincludingliteratureinthe ELT curriculum [2, 3]. It is true that “literature should be taughtatearlystagesandnotonlyattheeleventhandtwelfth grades to familiarize pupils with the literature component and its vital importance to English” [4]. Furthermore, Herr described literature as “an integral and revitalized part of foreign language education at every level” [5]. EFL teaching inKhartoum’ssecondaryschoolsneedsmorethangrammar forms.ItisessentialtorecognizethematerialthathelpsEFL studentslearnEnglish.Paranstatedthatliteratureaffectsthe Hindawi Education Research International Volume 2022, Article ID 7569371, 12 pages https://doi.org/10.1155/2022/7569371