Analyzing Obstacles to Poetry Comprehension among Persian Language and Literature Students at Dari Department of Jawzjan University

Abstract

This research delves into the intricacies of poetry dictation challenges faced by students, with a specific focus on the Dari Persian Language and Literature Department at Jawzjan University. Notably, existing studies have predominantly addressed issues arising from incorrect poetry reading, yet a gap exists in understanding the unique problems within this academic environment. The primary objective is to identify and remediate factors impeding accurate and fluent poetry dictation among students. Employing a quantitative approach and Cochran's formula, the study involved 108 randomly selected students from the first, fourth, and fifth semesters in the Dari language and literature department at Jawzjan University, Afghanistan. The research, facilitated through a survey questionnaire developed by the author, employs descriptive statistics in SPSS for data analysis. Key findings reveal critical challenges, including subpar teaching quality of the Persian language in schools (mean score of 2.59), elevated stress and anxiety levels during poetry dictation (mean score of 2.54), inadequate mastery of vocabulary (mean score of 2.48), and a dearth of practice among students (mean score of 2.39). The significance of these findings lies in their potential to substantially enhance poetry dictation skills, providing valuable insights for both educators and students, and addressing the unique challenges within the academic context of Jawzjan University