Visual imagery in English literature classes helps to draw a picture of the context in the minds of learners. Teachers of English Literature classes at the university level should make the literary context as comprehensive as possible for the learners so that they can critically analyze the plot, characteristics, setting, theme, and denotative and connotative meaning. The duration of English literature classes is usually not time friendly at the university level in Bangladesh. Using visual images seems to be an easier strategy for the teacher to cover the whole text in a short period. However, using excessive visual images in literature classes can affect learners’ ability negatively to do creative writing and critical analysis. Unplanned and exaggerated use of visual images can divert learners to a different perspective from their own imaginative perceptibility. Even during a class hour, visual learners are certainly distracted to see the colorful pictures interacting far away from the real classroom scenario in a presentation program (JONE, 2014). This study investigates the issue meticulously and exposes the backfiring impact of using excessive visual images in English literature classes based on the findings of four prominent universities in Bangladesh.
Keywords: visual image, university, English literature, backfiring impact etc.
