Using Short Stories in the EFL Classroom

Abstract

This quantitative and qualitative paper investigated the use of short stories in the EFL classroom. It examined students’ general attitudes towards using short stories in the EFL classroom. Moreover, it evaluated if short stories enhance learners’ language skills, develop their personal reflection and facilitate their cultural tolerance. Additionally, it explored certain approaches and applications for teaching a short story in the EFL classroom. The sample of the study included 2nd–4th year students of English major enrolled in the fall semester of the academic year 2014-2015 in Hebron University, Palestine. The number of the questionnaires filled was 135 where eighty percent of the respondents are females and the rest are males. The results showed that students held positive attitudes towards using short stories in the EFL classes. Additionally, the results revealed that there are statistically significant differences in the attitudes of the students towards the use of short stories due to Grade Point Average (GPA). However, there are no statistically significant differences in the attitudes of the students towards the use of short stories due to gender, seniority, and major. Finally, procedure was suggested for teaching a short story in the EFL classroom.