Enhancing Reading Proficiency in EFL Classrooms: The Role of Short Stories in Language Acquisition and Literacy Development

Document Type : Original Article

Author

Assistant Professor of English Language and Literature, Department of Diplomas, Applied College, Umm Al-Qura University, Saudi Arabia

Abstract

The purpose of this study is to explore the effectiveness of using short stories to improve reading proficiency in English as a Foreign Language (EFL) classrooms. The mixed-method design integrates qualitative interviews with educators and students with quantitative pre- and post-test assessments to determine the impact of short stories on diverse EFL learners' critical thinking, reading comprehension, and vocabulary acquisition. Despite the challenges educators face in implementing short stories, the results indicate that short stories provide more engagement and language-rich contexts which raise not only literacy outcomes but also cultural awareness and emotional connection to texts. The role of narrative-driven activities in promoting scaffolded learning opportunities is asserted by the thematic analysis of the study’s qualitative data. The outcome from both aligns with Krashen’s input hypothesis and Vygotsky’s sociocultural theory. The findings of the study highlight the use of literature to teach reading. As a pedagogical tool, short stories bridge linguistic competence with critical literacy and intercultural competence. The study discusses a number of case studies in various EFL environments to demonstrate the importance of using short stories to teach and/or improve reading. This balance between theory and applicability hopefully provides a roadmap for educators on how to integrate short stories effectively into EFL curricula. The recommendations include strategies for text selection, activity design, and assessment suitable to different proficiency levels.

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Article History

Receive Date: 2024/5/1

Accept Date: 2024/6/26

Publish Date: 2024/6/28

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