INTRODUCTION
Rationale of the study
English has become the dominant global means of communication, serving as an official language in over 75 countries and spoken by more than 2 billion people It accounts for three-quarters of the world's mail and 80% of electronically stored information Additionally, English is the working language of ASEAN and the official language of the European Central Bank The rise of globalization and advancements in information technology have significantly increased the global demand for English.
In Vietnam, English is increasingly viewed as essential for success, leading to a surge in learners and the establishment of numerous English schools and centers, particularly in urban areas One notable institution is the Vietnam Australia School (VAS) in My Dinh, Hanoi, founded in 2007, which collaborates with Australia's PLC to enhance its curriculum VAS students follow the Vietnamese English syllabus while also participating in global English and commerce classes with Australian teachers, providing ample opportunities for real-life conversation practice Parents prioritize creating optimal English learning environments for their children to prepare for overseas studies and future careers However, VAS teachers, including the author, face challenges in developing engaging supplementary materials, as the existing extra written practice tests often lead to a monotonous classroom experience To combat this, varied teaching resources such as poems, short stories, drama, films, and English songs have been utilized, with a particular focus on incorporating short stories as effective supplementary materials.
Short stories serve as valuable teaching materials, effectively enhancing language skills while promoting cultural understanding and personal growth They allow students to engage emotionally and personally, fostering meaningful discussions that draw on individual experiences This involvement not only enriches the language learning process but also cultivates a positive and relaxed learning environment, where learners can fully embrace and own the language they acquire.
Short stories offer significant advantages over other teaching materials like written exercises, poems, and films Unlike written exercises, which often fail to engage students, and poems that can be too complex for younger learners, short stories provide a diverse range of content suitable for all proficiency levels These concise, enjoyable narratives not only enhance language skills but also present relatable human experiences, allowing students to learn valuable life lessons and develop their personalities in a meaningful way.
At the Vietnam-Australia School in Hanoi, short stories serve primarily as supplementary teaching material utilized by Australian educators and occasionally by their Vietnamese counterparts Despite their use, there has been a lack of official research regarding the effectiveness of short stories in English language instruction This study aims to explore the perspectives of teachers and students on the incorporation of short stories in English teaching, as well as the extent to which these narratives have been integrated into their educational practices.
The author conducts this research to explore effective strategies for incorporating short stories into language classrooms, particularly within the context of the Vietnam Australia School in Hanoi.
Aims of the study
Parallel with the reasons leading to the research are some following aims:
- To investigate the perception of students towards the use of short stories
- To study on the current use of short stories by teachers in Vietnam Australia School, Hanoi
- To discuss some suggestions of using short stories in classroom such as selecting materials and using these materials in a way that is relevant to the students
This study seeks the answers to the following questions
1 How do teachers percieve the use of short stories in teaching English in terms of necessity?
2 How do students percieve short stories as a source of language input in terms of interest and importance?
3 How do teachers exploit short stories in teaching English in terms of purpose, strategy and frequency?
4 To what extent do teachers feel satisfied with their use of short stories in teaching English?
5 What are the obstacles that have limited teachers‟ use of short stories in teaching English?
6 What are the obstacles that challenge students in learning English with short stories?
7 What are the recomendations for using short stories in teaching English given by students and teachers?
Scope of the study
In this study, the author intends to deal with the question of using short stories beneficially in language teaching Other literary texts are not concerned in the study
The study at VAS involved 10 teachers (both Vietnamese and Australian) and 100 randomly selected senior high school students, representing three-fourths and five-sixths of the total population, respectively However, the research did not include junior high school students, which may limit the applicability of the findings to that demographic.
Research methods
Data collection for analysis in the study are mainly gained through survey questionnaires and interviews
The study investigates the attitudes of students and teachers towards the use of short stories in the classroom, along with their feedback following lessons that incorporate this literary form To enhance the data gathered from the questionnaires, semi-structured interviews with teachers were conducted, providing additional insights and triangulating the findings.
After that, the data collected were collectively analyzed to address the research questions Tables, charts and diagrams were used for clearer presentation and comparison.
Significance of the study
This study explores the perception of short stories in English classes, highlighting the satisfaction of both teachers and students regarding their educational achievements and improvements in the teaching and learning process It identifies obstacles faced by educators, particularly those in VAS, and presents short stories as a valuable teaching resource Additionally, the study outlines the benefits of incorporating short stories into the curriculum and offers practical suggestions for their effective application in English language teaching.
Structure of the study
This study is divided into five chapters:
Chapter 1, Introduction, briefly presents the reasons for doing the study, its aims, scope, subjects as well as the research methodology
Chapter 2, Literature review, presents an overview of literature and short stories in language teaching
Chapter 3, Methodology, states the reason for choosing research methodology and the descriptions of the setting, subjects, instruments and the procedure of data collection and analysis
Chapter 4, Data analysis and Results, provides an analysis of collected data and the findings Chapter 5, Conclusion and recommendations, suggests teaching techniques and conclusion
LITERATURE REVIEW
Literature and language teaching
The term "literature" has different meanings depending on who is using it and in what context Different people approach literature in their own ways
Lazar (1993, p.1) introduced some definitions of literature:
Literature encapsulates emotions and ideas in written form, using language to elicit personal responses from readers It transports us into realms of fantasy, horror, and deep feelings, allowing us to explore diverse perspectives and thoughts Through literature, we engage with a multitude of characters and viewpoints, ultimately leading to a greater understanding of ourselves.
Iris Murdoch (1978) suggests that literature serves as a disciplined technique for evoking specific emotions, while Ezra Pound (1981) defines great literature as language infused with the highest possible degree of meaning.
Literature serves multiple purposes, reflecting and shaping society while prompting self-reflection and critical thinking It offers enjoyment through language and beauty, often possessing didactic qualities that explore the human condition Additionally, literature both mirrors and transforms ideologies, adhering to and altering generic conventions Ultimately, it creates an alternate world accessible solely through the act of reading.
Literary texts are unique due to their distinctive use of language, which often features special or unusual elements Linguists have identified several characteristics of literary language that, while also present in other forms of discourse, come together in literary works to create a cohesive and impactful effect This combination enhances the overall message of the text, as noted by Brumfit and Carter (1986).
2.1.3 Using literature in language classroom
Literature is often overlooked in language teaching, as many ESL teachers view it merely as a tool for relaxation and believe it to be too structurally complex for learners This misconception leads to the assumption that literature contributes little to the primary goal of teaching grammar for daily communication However, literature should be effectively integrated into language classrooms, as it offers valuable benefits beyond its traditional role, enhancing the overall learning experience for students.
Literature- motivating and valuable authentic material
Literature embodies the essence of human emotions and thoughts, serving as a canvas for fantasy, horror, and diverse perspectives It allows readers to explore different viewpoints and understand themselves better, reflecting the complexities of real life across cultures and time periods Renowned works by authors like William Shakespeare, Nguyen Du, and Mark Twain continue to resonate with readers, transcending temporal and geographical boundaries Furthermore, literature is not solely intended for teaching; it immerses readers in authentic language, offering valuable linguistic insights that align with the goals of language education.
Studying literature in English can be a captivating experience for students already familiar with their own cultural narratives, as it allows for meaningful comparisons Teachers can enhance motivation by having students retell short stories from their culture before introducing an authentic English story with a similar theme Engaging novels or short stories immerse students in the suspense of the plot, enabling them to connect emotionally with the characters and events This involvement encourages readers to eagerly anticipate the unfolding of the story, fostering a strong motivation to explore the complexities of a new language and positively impacting their language learning journey.
Literature- a good access to cultural background
Literature serves as a vital gateway for students to explore the culture of the language they are studying, acting as "open windows to the target language" (Sage, 1987, p.9) Through literary texts, students gain insights into the social, political, and historical contexts that shape the narratives, revealing how individuals from different societies may respond to various situations (Lazar, 1993, p.17) This exploration enriches their understanding of relationships, emotions, beliefs, attitudes, and lifestyles across cultures, making literature an invaluable resource for enhancing knowledge about other countries.
Literature- an encouragement for language acquisition
In many countries, including Vietnam, students face limited exposure to spoken English, making written English crucial for language acquisition Literature serves as an effective tool for stimulating this acquisition by providing meaningful contexts for understanding new language While lower-level students may struggle with authentic novels or short stories, higher-level students can benefit significantly from engaging with genuine literary works, as they become immersed in the plot and characters, leading to language acquisition The richness of literary texts promotes classroom activities that encourage students to express their feelings and opinions, enhancing their ability to articulate personal responses and deepening their understanding of multiple meanings, ultimately improving their language skills.
Literature plays a crucial educational role for language learners, enhancing their imagination, critical thinking, and emotional awareness By encouraging students to respond personally to texts, they gain confidence in expressing their ideas and emotions in English This engagement empowers them to navigate the text and its language while connecting it to their own societal values and traditions.
Short stories in language classroom
A short story is a fictional work typically written in prose and presented in a narrative format It is defined by its brevity, as it contains a limited number of words, distinguishing it from longer forms of fiction.
Determining the precise length of a short story can be challenging, as definitions vary among professional writers Many authors define their short stories through a blend of creative expression and artistic integrity, highlighting the subjective nature of this literary form.
The definition of a short story varies significantly based on length and the writing process Traditionally, a short story is defined as a piece that can be read in one sitting, but modern interpretations often refer to works up to 20,000 words Ultimately, the length of a short story is typically determined by the publisher, with specific standards varying across different regions, such as the United States.
Short stories, often referred to as "long short stories," can range up to 10,000 words, with the average length in the United Kingdom being around 5,000 words, while in Australia, they typically do not exceed 3,500 words Contemporary readers generally expect short stories to be at least 1,000 words long, though some micro narratives can be just a few hundred words Unlike novels, short stories are less complex, focusing on a single incident, featuring one plot, a single setting, a limited number of interconnected characters, and covering a brief timeframe with a sequence of events.
2.2.2 Benefits of using short stories in language classroom 2.2.2.1 Reinforcing the skills
According to Murdoch (2002), short stories can significantly enhance English Language Teaching (ELT) courses by providing quality text content when chosen and utilized effectively This approach enables teachers to impart the four essential language skills to learners across various proficiency levels.
According to Oster (1989), literature enhances students' creative writing abilities Educators can implement diverse writing activities tailored to foster these skills, such as encouraging students to craft dialogues or engage in more intricate writing tasks, particularly for those who have achieved a higher level of language proficiency.
Stories play a crucial role in enhancing students' vocabulary and reading skills A study by Lao and Krashen (2000) at a university in Hong Kong found that students who engaged with literary texts demonstrated significant improvements in these areas compared to those who read non-literary texts The literary content encouraged students to develop their own insights, fostering imaginative language use This exposure not only sparked creativity but also allowed students to explore diverse perspectives, including those of the main characters and their peers.
Emphasizing point of view in literature broadens students' perspectives and enhances critical thinking by highlighting diverse interpretations As students engage with the text, they actively interpret the content, which ultimately encourages them to express themselves more creatively in English.
To enhance listening skills, teachers can read or play a story aloud, allowing students to hear the correct pronunciation Before the listening activity, students should receive questions to guide their understanding, focusing on literary structures These questions may include inquiries about the main character, the setting of the story, and the central problem, ensuring that students grasp the narrative during their first listening experience.
Short stories, with their structured beginning, development, and conclusion, captivate students of all language proficiency levels, prompting them to read until the resolution of the conflict Elliott (1990) highlights that literature serves as a powerful motivational tool for advanced learners, provided they can authentically engage with its themes and appreciate its aesthetic qualities He emphasizes the necessity of fostering student responses, both individually and in groups, alongside enhancing their literary competence Furthermore, literature encourages students to delve into their emotions by experiencing the feelings of others According to an article titled “Using Literature in Teaching English as a Foreign/Second Language” (2004), literature plays a crucial role in language education.
Literature plays a significant role in many cultures, providing students with a sense of achievement when they engage with respected literary works It often captivates students more than traditional course materials, making it essential for teachers to recognize that literary texts can effectively motivate students to read Selecting literary works that align with students' language proficiency and interests can enhance their motivation and engagement in learning.
Teachers can effectively introduce literary elements through short stories, starting with basic concepts like characters, setting, and plot for beginner and low-intermediate levels For advanced students, more complex elements such as conflict, climax, and resolution can be explored Gajdusek (1988) outlines a structured approach to teaching literature, which includes pre-reading activities that familiarize students with the story's background and vocabulary In-class activities focus on the fundamental aspects of the story, such as the who, what, when, where, and point of view, allowing students to engage with the text meaningfully To aid comprehension, questions like "Who is the main character?" and "Where does the story take place?" should be placed alongside relevant paragraphs, facilitating a deeper understanding of each literary element with teacher support.
Extending activities focus on the "why," emphasizing involvement and experience, as noted by Gajdusek (p 245) To effectively express their ideas, students must possess a high intermediate to advanced level of language proficiency These activities demand "creative and relevant responses from the readers" (p 251) One effective extending activity is role-play, which enhances student engagement with the story For instance, in the story "The Wisdom of Solomon," teachers can assign students to portray various characters, fostering deeper understanding and interaction.
As the guard standing before the King, I find myself in a moral dilemma when ordered to cut the child in half The weight of this command burdens my conscience, as I cannot bring myself to harm an innocent life I must express my deep conviction that such an act would not only be unjust but would also betray the very principles of compassion and humanity that we uphold It is imperative that I convey my feelings to the King, urging him to reconsider this cruel decision for the sake of the child’s future and the kingdom's moral integrity.
As the guard who carried out the King's order to cut the child in half, I felt a deep sense of sorrow and conflict Witnessing the innocent life being severed, I was overwhelmed by the gravity of the decision, realizing that such an act would not only bring irreversible harm but also tarnish the kingdom's moral fabric I approached the King, expressing my anguish and urging him to reconsider the implications of his command, emphasizing that true justice lies in compassion and understanding, rather than in brutality My conviction stemmed from the belief that a ruler should protect the vulnerable, not subject them to cruelty, and I implored him to seek a resolution that honors life rather than destroys it.
Sampling
The research was carried out at the Vietnam Australia School (VAS) in Hanoi, where the author is employed as a teacher The school serves a total of 350 students, including 120 in senior high school Students are categorized into classes ranging from A1 to A3 or V1 to V3 based on their English proficiency and performance in other Vietnamese subjects.
The study involved 10 teachers and 100 randomly selected senior high school students from VAS, representing five-sixths of the total Year 10 and Year 11 student population, as there are no Year 12 students yet Participants were drawn from various classes, each taught by different teachers employing diverse teaching methods and techniques, ensuring the collected data is representative of the broader student body.
At VAS, there are twenty English teachers, but only ten—five Vietnamese and five Australian—were selected to participate in a survey focused on senior high school English classes Due to time constraints, four of these teachers were subsequently interviewed following the survey.
Data collection instruments
To achieve the research objectives, a combined data collection process using both survey questionnaires and semi-structured interviews was employed
In order to obtain sufficient data, the survey questionnaire was chosen as a main instrument
The intentional structuring of questions aimed to gather factual, behavioral, and attitudinal insights from participants regarding the use of short stories in English language teaching at VAS, focusing on the perceptions of both teachers and students, as well as the benefits of this approach in enhancing English learning experiences.
Questionnaires are highly efficient for researchers, saving time, effort, and financial resources (Hoang and Nguyen, 2006, p.10) They allow for the collection of extensive information from a large sample in a short timeframe, requiring significantly less personal investment compared to methods like observation Additionally, the construction of questionnaires facilitates data processing, particularly through the use of the Likert scale, which captures participants' attitudes and behaviors This scale not only conserves space and time but also encourages more precise responses, enhancing the accuracy of data interpretation.
Questionnaires have inherent weaknesses, including their tendency towards simplicity and superficiality (Dornyei, 2003, p 210) and the "fatigue effect," which can lead to tiredness and boredom that negatively impact responses To address these issues, the researcher has focused on crafting clear and concise questionnaire items and has supplemented this method with interviews to gather more in-depth information.
The survey questionnaire for teachers comprises eight questions divided into five sections aligned with the research objectives Part 2, consisting of three questions, examines the use of short stories in English teaching, focusing on their purpose, frequency, and the techniques employed Part 3 assesses teachers' satisfaction with incorporating short stories, while Part 4 identifies challenges faced in their usage In Part 5, respondents can provide recommendations to enhance the effectiveness of short stories in English instruction Teachers who have utilized short stories must respond to all sections, while those who haven't can skip Parts 2 and 3, answering only Parts 1, 4, and 5 Part 1 gathers teachers' perceptions of using short stories in English teaching at VAS.
The student survey questionnaire is concise, spanning two pages, and is translated into Vietnamese for clarity It comprises three sections with five questions each, focusing on students' perceptions of using short stories in English learning, the challenges they face in utilizing these stories as supplementary materials, and their expectations regarding this approach.
Together with the survey questionnaire, the interview was exploited as a valuable research instrument to examine the research problem
Interviews serve as an effective method for uncovering the narratives behind participants' experiences, allowing interviewers to delve deeper into specific topics They can also act as a follow-up to questionnaire responses, providing an opportunity to explore intriguing or contentious points further In this study, interviews were conducted after the survey questionnaire collection, focusing primarily on the noteworthy aspects highlighted in the responses.
The study employed semi-structured interviews with four teachers, allowing for a flexible yet controlled approach to data collection This method, as noted by Hoang and Nguyen (2006), empowers interviewees while enabling the researcher to focus on key areas without a rigid question list By facilitating rich discussions, the interviews aimed to triangulate survey data and gather in-depth insights, often prompting respondents for clarifications and further explanations.
Procedure of data collection
The procedure of data collection consists of three main phases as follows:
The survey questionnaire and interview schedule were developed based on the conceptual framework from the Literature Review, with each research question divided into sub-questions To maintain ethical standards, participants' personal information was kept confidential and anonymous The instruments were submitted to the researcher's supervisor for feedback and piloted with five voluntary students, leading to significant improvements in the questionnaire's layout and wording to prevent ambiguity This pilot phase underscored the importance of strict supervision and a consistent understanding of terms among participants to ensure the reliability of the collected data.
In the second phase, a survey questionnaire was administered primarily through email to teachers, allowing them to complete it at their convenience due to challenges in direct contact and time limitations.
The researcher invested significant time in organizing the survey, ensuring an appropriate time and location for the students' participation Clear introductions to the study, along with instructions and definitions of key terms, were provided, and the researcher remained available to address any questions to ensure the quality of the data collected All distributed questionnaires were successfully returned.
In the third stage of the study, select teachers participated in interviews to validate questionnaire data and gain insights into their thoughts and expectations Conducted in the teachers' rooms after class, the interviews were recorded with prior permission, allowing the researcher to also observe and note any significant non-verbal behaviors exhibited by the interviewees.
In the final stage of data collection, all interviews were transcribed and summarized based on the research questions due to the large volume of data Detailed notes on the interviewees' backgrounds and the interview settings were included to provide context To enhance reference accuracy and avoid a rigid summary, page numbers for quotations in the transcripts were also added.
Procedure of data analysis
Following the data collection process, the information gathered from the surveys and interviews was systematically categorized based on the research questions The researcher had strategically designed the questions to align with these inquiries, simplifying the classification task.
To analyze each research question, participants' responses were quantified, converting their feedback into numerical formats such as percentages and average ratings This data was organized into tables and charts for enhanced clarity and ease of comparison Additionally, qualitative responses from open-ended questions in the questionnaire and interviews were summarized and illustrated with quotations to offer deeper insights into the topic.
RESULTS AND DISCUSSION
Reseach question 1: How do teachers percieve the use of short stories in teaching
A survey revealed that 90% of respondents have incorporated short stories beyond textbook material in their English teaching, while only one teacher reported never using short stories in their instructional methods.
Figure 4 1: The presense of short stories in the teaching practice of the teachers
Teachers demonstrated exceptional enthusiasm in their teaching by not only covering the syllabus but also actively seeking supplementary resources beyond the textbook Notably, they considered incorporating short stories as valuable teaching materials.
A study on teachers' perceptions of using short stories in English teaching revealed a consensus on their necessity, although the degree of necessity varied among individuals Notably, none of the teachers disapproved of using short stories, and only one teacher deemed it not very necessary Four teachers acknowledged the necessity, while five considered it very necessary Overall, the findings indicate that all teachers recognized the importance of incorporating short stories into their teaching practices.
Research question 2: How do students percieve short stories as a source of language
According to the chart below, a significant majority of students, comprising 75%, expressed a strong interest in the teacher's use of short stories, while 20% showed occasional interest Conversely, only a small percentage of students displayed little to no interest in this teaching method.
Figure 4 2: Students’ perception of short stories in terms of interest
The questionnaire revealed that students from A3 classes, considered lower level, showed less interest in teachers' use of short stories, possibly due to challenges in learning English However, three-quarters of the students expressed a strong interest in short stories, indicating their motivation to overcome obstacles in their language learning journey This enthusiasm highlights their awareness of the benefits of learning English through short stories, as evidenced in the accompanying table.
Table 4 1: Students’ practice with short stories
Improving listening and speaking skills is essential, with a mean score of 3.4, median of 4, and mode of 4 Enhancing reading and writing skills also holds importance, reflected in a mean of 3.3, median of 3.5, and mode of 4 Additionally, learning new words and expressions in context is crucial, showing a mean of 3.4, median of 4, and mode of 4 Lastly, enriching background knowledge about diverse cultures, countries, and global perspectives is vital for comprehensive learning.
3.24 3 4 e I have more chances to discuss with my friends and express my ideas
3.88 4 4 f I feel relaxed and interested in short stories 3.8 4,5 5 g I find myself more imaginative and creative 3.2 4,3 3 h My critical thinking gets better 2.8 2,3 3
The mean scores for the evaluated items were predominantly above 3, with items “e” and “f” reaching nearly 4 (3.88 and 3.8) Additionally, most mode scores were 4, peaking at 5 for item “f,” indicating that students generally felt relaxed and interested in expressing their ideas and engaging in discussions with peers However, items “g” and “h” received lower scores, with means around 3 and modes of 3, suggesting that students did not prioritize improvement in imagination, creativity, and critical thinking This lack of emphasis may stem from the challenges faced by both students and teachers in recognizing such developments Furthermore, teachers may not view fostering imagination, creativity, and critical thinking as primary objectives when utilizing short stories in their teaching.
4 3 Research question 3: How do teachers exploit short stories in teaching English in terms of purpose, strategy and frequency?
This study investigated nine teachers who utilized short stories in their English instruction, focusing on the frequency, purpose, and strategies employed in their teaching practices.
4.3.1 The frequency of using short stories in teaching English
While all teachers reported incorporating short stories alongside their textbooks in their instruction, only 33% utilized them nearly every week In contrast, 67% of the teachers employed short stories occasionally, using them only a few times throughout the semester.
Figure 2.3:The frequency of using short stories in teaching English
4.3.2 The purposes of using short stories in teaching English
Chapter two highlights the numerous benefits of short stories, including the enhancement of language skills, increased student motivation, the introduction of literary elements, cultural education, and the promotion of higher-order thinking An investigation into the purposes of using short stories in English teaching at VAS reveals that teachers frequently utilize these narratives to achieve specific educational objectives The inquiry focused on how often teachers are motivated to use short stories for these purposes, providing valuable insights into their instructional strategies.
Table 4.2: Teachers’ purposes of using short stories in teaching English
Items Mean Median Mode a To develop the four basic language skills, especially reading and writing
4.44 4 4 b To develop the four basic language skills, especially speaking and listening
3.55 4 4 c To develop students‟ language components such as vocabulary and grammar
3.66 4 4 d To raise students‟ cultural awareness 2 2 2 e To improve students‟ creative expressions in the target language
4.55 4 4 f To improve students‟ interest in learning and involve them in class activities
5 5 5 g To develop their critical thinking 2.22 2 2
The analysis reveals a diverse range of scores for the items in question, with means, modes, and medians spanning from 2 to 5 Items "d" and "g" received the lowest scores (mean=2 and 2.22), while the remaining items scored significantly higher, with means exceeding 3.5 and modes and medians equal to 4 This indicates that teachers primarily use short stories to enhance students' interest in learning and encourage participation in class activities Their objectives also include fostering creative expression in the target language, improving the four language skills—particularly reading and writing (mean=4)—and developing essential language components like vocabulary and grammar Additionally, the occasional use of short stories aims to increase students' cultural awareness and enhance critical thinking skills, aligning with students' perceptions of their teachers' storytelling approaches discussed in the previous analysis.
Teachers utilize short stories in their teaching practice with diverse objectives, yet they share a common long-term goal: to cultivate intrinsic motivation in students This motivation encourages learners to pursue excellence, autonomy, and self-actualization, ultimately enhancing their mastery of the language.
4.3.3 The strategies to exploit short stories in teaching English
The exploitation of short stories in teaching English was examined basing on the techniques applied in pre-teaching, while-teaching and post-teaching
Items Mean Median Mode a Read aloud the stories 2.55 3 3 b Underline or highlight all the unknown words and phrases in the story
4 4 4 c Guess the meaning of the unknown words and phrases and explain their use in context
In this article, we explore various engaging activities related to storytelling These include calling out the names of characters, performing drilling tasks to uncover more story details, and asking and answering questions about the narrative Additionally, we emphasize the importance of summarizing or retelling the story, translating it into a target language, and discussing personal opinions and attitudes toward the story and its characters.
3.33 3 3, 4 j Role-play the story 2 2 2 k Continue the story by imagining what would happen next
2 2 2 l Retell the story with a new ending 2 2 2
In pre-teaching, it is essential for students to familiarize themselves with the story's setting and any new vocabulary Various techniques are employed to facilitate this process, with a focus on four key methods Techniques “b” and “c” received high mean scores of 4 and 3.66, indicating that teachers frequently encouraged students to underline or highlight unfamiliar words and phrases, prompting them to guess their meanings and explain their contextual usage This emphasis on unknown vocabulary is crucial, as it represents a significant challenge for many English learners Additionally, stories were occasionally read aloud in class, with a mean score of 2.55, while students were typically asked to recall character names only when they were deemed difficult, reflecting the general assumption that most character names are easy to remember.
During while-teaching, all respondents employed a similar approach to utilizing a short story After clarifying unfamiliar words, phrases, and expressions, they implemented various tasks to enhance students' comprehension of the narrative With high mean scores of 4.55 and 4.44, along with median scores of 4 and 5, items “e” and “f” indicate a strong inclination among teachers at VAS to use short stories as a teaching tool They commonly administered a series of exercises or comprehension questions to assess their students' understanding of the story.
Post-teaching is a crucial phase in the educational process, allowing students to engage in discussions with peers, retell stories in their own words, and express their thoughts about the narrative and its characters This phase not only fosters students' language proficiency but also enhances their creativity and higher-order thinking skills.
The study revealed that translating a story into the mother tongue received the lowest average score of 1.44, with a median and mode of 1, indicating that very few teachers employed this method This finding aligns with the modern language teaching context, where the grammar translation approach appears outdated In contrast, discussing and expressing opinions about the story and its characters, as well as summarizing or retelling the story, scored significantly higher, with mean scores around 3, median of 3, and mode of 3 or 4 This suggests that teachers frequently utilized these strategies, recognizing them as effective methods for obtaining student feedback.
Research question 4: To what extent do teachers feel satisfied with their use of short
Approximately 67% of teachers reported satisfaction with using short stories in their teaching, as they met their educational goals and engaged most of their students However, it is noteworthy that none of the teachers felt entirely satisfied Conversely, 33% expressed dissatisfaction, citing that some students occasionally became bored or reluctant to participate in additional activities.
The table below shows how the teachers rate the achievements of their purposes when using short stories
Table 4 4: Teachers’ satisfaction with the use of short stories in teaching English
Items Mean Median Mode a My students‟ language skills, especially reading and writing skills are improved
3.33 4 4 b The students‟ language skills, especially speaking and listening are improved
3.44 4 4 c My students‟ language competence is enhanced 3.66 4 4 d My students‟ background knowledge about cultures, countries, ect is enriched
3.11 3 3 e My students‟ creativeness in expression is bettered 3.55 4 4 f My students are really motivated by short stories 4 4 4 g The critical thinking ability of my students is developed
As can be seen form the table, the results collected are comparatively high Especially, item “f” (my students are really motivated by short stories) got mean, median, and mode of 4
Teachers unanimously recognized that short stories can effectively motivate students in their learning process They acknowledged the positive impact of short stories on enhancing language components, skills, and creativity However, there was some skepticism regarding their ability to foster critical thinking and broaden students' cultural knowledge, as many respondents remained undecided on this aspect Students' interest in learning is evident through their engagement and participation in class activities, and their progress in language competence can be regularly assessed In contrast, evaluating their critical thinking and cultural awareness may require more time and sensitivity from teachers Overall, the goals associated with using short stories in education were rated highly, indicating that most objectives were achieved, both in the short and long term.
Research question 5: What are the obstacles that have limited teachers’ use of short
While most teachers expressed satisfaction with their achievements in using short stories to teach English, several challenges hinder their effectiveness, including large mixed-level classes, insufficient time and resources, lack of official guidance, and inconsistencies in curriculum and evaluation among staff The findings from the collected data highlight these obstacles.
Table 4 5: The obstacles in using short stories in teaching English
Items Mean Median Mode a The time is limited 2.77 2 2 b The class is too big with mixed levels 2 2 2 c Looking for suitable short stories for students takes too much time and effort
4 4 4 d There are no official management, guides or strategies from the department for the use of short stories in teaching English
3.77 4 4 e Designing tasks for students are challenging and time-consuming
4.55 5 5 f It is not easy to evaluate students‟ performance on the given tasks
In Vietnam, many high schools face challenges with oversized classes and mixed student levels, but at VAS, this is not an issue, creating an ideal learning environment Respondents unanimously disagreed that class sizes were too large or mixed Instead, they found that smaller, homogenous classes facilitated thorough exploration of stories and allowed for diverse interactive activities without consuming excessive time Additionally, VAS provides double the instructional time compared to other schools, making it easier for teachers to engage with students effectively.
While students generally felt satisfied with their time in VAS, they were hesitant to share their thoughts on evaluating performance on various tasks They noted that tasks like multiple-choice questions were straightforward to grade, but assessing more subjective activities such as role-playing, discussions, or storytelling posed challenges in achieving fair quantitative evaluations Collaborative work in pairs or groups was common, with grades typically assigned to the entire group Additionally, it was crucial to motivate and recognize weaker students promptly to encourage their active participation in class Ultimately, the focus shifted from qualitative assessment to fostering students' genuine interest, motivation, and involvement in learning activities.
Teachers face significant challenges in integrating short stories into English instruction, primarily due to the difficulty of finding appropriate stories, creating relevant tasks, and the absence of official guidance from educational authorities The mean scores for these challenges range from 3.77 to 4.55, indicating a high level of concern While there is an abundance of short stories available online and in libraries, the search for suitable materials is time-consuming Additionally, since short stories typically do not come with pre-designed tasks, educators must develop their own assignments, taking into account factors such as student preferences, linguistic abilities, and time constraints.
Research question 6: What are the obstacles that challenge students in learning
Identifying the challenges students face when learning English through short stories is essential for teachers to adapt their instructional methods effectively The summarized findings are presented in the table below.
Table 4 6: Obstacles challenging the students in learning with short stories
Students in my class struggle to concentrate due to its large and noisy environment, with an average rating of 2.6 They also feel rushed, averaging 2.82, which hinders their understanding of the stories The complexity of short stories, filled with unknown words and literary expressions, received a higher challenge rating of 3.32 Many students express confusion regarding the tasks assigned, with a score of 2, and find specific activities like re-telling and summarizing particularly difficult, averaging 3.3.
Students faced significant challenges with unfamiliar vocabulary and complex literary styles in short stories, reporting a mean difficulty score of 3.32, with a mode and median of 4 This abundance of difficult words and structures not only caused fear but also required excessive effort to comprehend the stories, leading to a loss of interest in reading Consequently, they expressed a strong need for support from teachers to navigate these obstacles effectively.
Many students struggle with understanding the tasks assigned by teachers, as indicated by the mode score of 1.3 for item "d." To improve clarity, teachers should dedicate more time to thoroughly explain the tasks before assigning them Additionally, students perceive follow-up activities like re-telling, summarizing, and rewriting as too challenging, believing they are only suitable for high-achieving classmates To foster participation, teachers should offer suggestions and implement pair or group work, creating an inclusive environment that encourages even shy students to engage.
4.7 Research quesetion 7: What are the recomendations and expectations for using short stories in teaching English given by students and teachers?
Based on experiences in teaching English through short stories, several recommendations have emerged to enhance their effectiveness Data analysis reveals that only a few teachers support the idea of reducing class sizes to maintain uniform student levels Conversely, a significant majority strongly advocate for the regular incorporation of short stories into the VAS curriculum To facilitate this, it is essential to provide a diverse collection of short stories in the library, alongside official management strategies and guidelines from the department to optimize their use in English instruction.
Items Mean Median Mode a There should be a wide selection of short stories in the library
4.55 5 5 b Class size should be narrowed down with equal levels
2.77 2 2 c Regular use of short stories should be encouraged and included in the curriculum of VAS
5 5 5 d There should be official management and guides or strategies from the department for the use of short stories in teaching English
4.7.2 Students’ expectations 4.7.2.1 Students’ expectations in terms of length, level of difficulty and theme of a short story
Table 4 8: Students’ expectations in terms of length, level of difficulty and theme of a short story
The survey results indicate a preference for authentic short stories, with a mean score of 2.9, followed closely by a liking for simplified narratives at 2.84 Respondents also expressed a desire for shorter stories that fit within a single page, scoring 2.8, which aligns with their appreciation for longer and more challenging tales, also rated at 2.8 Additionally, there is a notable interest in short stories that explore familiar themes such as family life, friendship, and love.
3.7 4 4 f I like short stories about social issues or detective stories 3.6 4 4
The data presented indicate that students have a balanced preference for short stories in English class, with an average score of 2.8 across various lengths, difficulty levels, and themes Both authentic, longer, and more challenging stories, as well as simplified, shorter narratives, received similar levels of appreciation among students This trend reflects the diverse proficiency levels within the VAS context, where A1 students prefer easier stories, while A3 students gravitate towards more complex narratives Additionally, students show a strong interest in themes related to familiar topics such as family, friendship, and love, alongside those addressing social issues and detective stories.
Understanding students' preferences in story selection is essential for teachers to engage their attention and foster further learning For lower-level students, it's crucial to choose simplified, shorter, and easier stories, while higher-level students benefit from authentic and more challenging narratives Additionally, varying the topics of the stories periodically can create a lively and stimulating classroom atmosphere.
4.7.2.2 Students’ expectations for the activities in class
Students expectations for activites that the teachers often apply during English lessons with short stories were investigated The results are summarized in the table below
Table 4 9: Students’ expectations for the activities in class
Items Mean Median Mode a Underline or write down all the new words and get to know their meanings
To enhance language skills, students should engage in various activities such as listening to and translating stories into Vietnamese, completing skill-drilling tasks, and attentively noting the teacher's explanations Additionally, role-playing the story can foster creativity, while summarizing it helps reinforce comprehension Finally, discussing and providing feedback on the story and its characters encourages critical thinking and deeper engagement with the material.
The analysis of student preferences reveals that their primary interest lies in understanding unfamiliar words that hinder their comprehension of stories Activities such as skill drills, reading, translating stories into Vietnamese, listening to teacher explanations, and engaging in discussions received moderate support, indicating that students prefer a variety of activities rather than a single repetitive task Notably, there is a discrepancy between teachers' instructional strategies—who typically refrain from translating stories into Vietnamese—and students' desires for translations, highlighting a gap between teaching methods and student expectations.
Items "e" and "h" received lower mean scores of 2.7 and 2.5, indicating that the activities "role-play the story" and "re-tell the story" were less favored compared to items "b," "c," "d," "g," and "i." The least preferred activity was summarizing the story, which many students found boring and difficult, despite teachers viewing it as an effective method for assessing comprehension The challenge lies in making this activity more engaging to encourage student participation.
Summary of the findings from the interview
The analysis of questionnaire results led to interviews with four English teachers, revealing varied usage of short stories in their teaching methods Two teachers incorporated short stories into their lessons nearly every week, while a third teacher utilized them occasionally In contrast, one teacher reported never using short stories in their teaching practice.
Table 4.10: Profile of the interviewees
Participants Qualifications Years of teaching
Frequency of using short stories in teaching in VAS
Roger Boum B.A on education 14 years Usually
Bevan Marshall Honored Master on education /TESOL certificate
Le Thi Hoi M.A on English teaching methodology
Nguyen Thi Minh Giang B.A on English teaching methodology
Bevan Marshall and Roger Boum frequently incorporated short stories into their teaching, using them about once a week, and expressed satisfaction with this approach In contrast, Le Thi Hoi utilized short stories less often, only a few times each semester Despite this variation in frequency, all three educators recognized the value of short stories in fostering a relaxing, motivating, and communicative classroom atmosphere Even Nguyen Thi Minh Giang, who had not yet integrated short stories into her teaching, acknowledged their potential benefits and expressed a desire to learn how to effectively use them in the future.
Using engaging stories to teach English is highly effective, particularly for students at the lower intermediate level and above These learners can communicate in basic English but require additional practice to enhance their communication skills.
Teachers can create engaging storytelling experiences by sharing memorable personal events with their students A compelling story, even if only 300 words long, can be enhanced through vocal delivery and body language, making it more captivating After the storytelling session, the teacher can display the story script on a transparency, facilitating a discussion to ensure comprehension This approach not only helps students grasp the narrative but also serves as a model for them to craft their own stories Finally, students should be encouraged to write and share their personal narratives.
Marshall realised that short stories had many benefits in raising students‟ interest and improving students‟language skills but she specially emphasized on reading and writing skills:
As an English language teacher, I assign various tasks to my students, including reading stories This approach not only enhances their comprehension skills but also improves their writing styles by exposing them to new expressions and vocabulary.
Also, Bevan Marshall made some very good point, especially about drammatising the story and making it memorable in the telling He said very eagerly:
Short literature can be effectively utilized in educational settings, not just personal stories Additionally, student contributions can take various forms; oral presentations, collaborative group work, or even short plays can enhance engagement and creativity.
Le Thi Hoi utilized short stories effectively in her teaching, despite using them less frequently than her peers, Bevan Marshall and Roger Boum She believed that this approach was beneficial for students, as it helped them comprehend the material and acquire various phrases and idioms Hoi encouraged students to read a story silently before discussing the first paragraph and posing questions about it This method enhanced their comprehension skills, listening abilities, and understanding of expectations Additionally, she prompted students to respond in their own words and introduced them to numerous synonyms.
All three interviewed teachers noted that their students showed significant interest in short stories, leading to increased eagerness and motivation during class activities and practice of all four language skills However, when discussing improvements in cultural awareness and critical thinking, they acknowledged that these were not primary teaching objectives and that they did not focus sufficiently on assessing student progress in these areas Boum emphasized that developing cultural awareness and critical thinking is a lengthy process that requires considerable time and effort from both teachers and students, making it challenging to address all educational goals within the limited class time available.
Teachers face challenges in finding appropriate short stories and creating engaging tasks for their students, which requires significant time and effort To enhance the use of short stories in English teaching, they seek official guidance and strategies from the department By collaborating and sharing resources, teachers believe they can alleviate the demands of their work and support each other more effectively.
In summary, the survey data and interview responses were aligned, with the interviews offering deeper insights into participants' perceptions, thoughts, and expectations This comprehensive approach significantly contributed to the study's final findings.
CONCLUSION
Major findings of the study
This study explores the use of short stories in teaching English at VAS, highlighting both teachers' and students' perceptions of their benefits It examines how frequently and strategically short stories are utilized in the classroom, identifies obstacles that hinder their use, and presents recommendations for improvement.
Teachers widely agree that incorporating short stories into English lessons significantly boosts students' language proficiency and creative expression Students also express high levels of motivation and interest in these stories, acknowledging their own progress in learning However, there is a noted lack of focus on individual and intellectual development within this approach.
Short stories are often excluded from the teaching curriculum at VAS and are primarily used as supplementary materials by teachers, with no official guidelines provided by the department This lack of direction has led to varied approaches among teachers regarding the purposes, frequency, and strategies for using short stories, with Australian staff utilizing them more frequently than their Vietnamese counterparts Common techniques employed include underlining unknown words, guessing their meanings, discussing opinions about the stories and characters, and engaging in drilling tasks for better comprehension These activities generally meet students' expectations, encouraging enthusiastic participation, although story translation falls short of their preferences To enhance understanding, Vietnamese teachers should consider incorporating translation for challenging stories or difficult sections.
Both teachers and students expressed satisfaction with the use of short stories in English classes, achieving most teaching aims; however, challenges remain Teachers find it difficult to select appropriate short stories and design effective tasks, as they must navigate numerous resources from the school library and the Internet without sufficient guidance from the English department Additionally, students struggle with unfamiliar vocabulary and complex instructions, which can hinder their learning experience To enhance engagement and comprehension, teachers should invest more time in selecting short stories that align with students' interests and language proficiency, considering themes, length, and difficulty level.
Recommendations
The findings in Chapter 4 reveal that both teachers and students at VAS recognize the advantages of using short stories for teaching and learning English While many teachers have incorporated short stories into their lessons, this practice is not yet systematic or frequent Several challenges hinder the effective use of short stories, including difficulties in selecting appropriate stories, creating comprehension tasks, and the absence of official guidance or strategies from the department To address these issues, recommendations are provided in two key areas: selecting and evaluating short stories, and suggested techniques for integrating them into English teaching.
Drawing from the author's extensive experience in learning, researching, and teaching, these recommendations aim to offer valuable insights for educators interested in incorporating short stories into their English teaching practices.
5.2.1 Selecting and evaluating short stories
Choosing the right short story is crucial for the success of a lesson Educators must consider three key factors: the objectives of the lesson, the language proficiency and preferences of the students, and the linguistic elements associated with the story.
Teachers should first consider the purpose of incorporating short stories into their lessons, whether to improve reading, listening, speaking, or writing skills, enhance grammar mastery, or broaden students' life knowledge For instance, to reinforce understanding of third conditional sentences, selecting a story with an open ending allows students to creatively express their thoughts using phrases like "If it hadn't happened " This reflective approach also aids in designing effective class activities.
When selecting a short story for lessons, it's crucial to consider students' language proficiency and preferences In VAS, students typically possess pre-intermediate language skills but demonstrate advanced emotional and intellectual sophistication Therefore, it's advisable to choose short stories that are linguistically accessible yet intellectually stimulating, such as those found in "Chicken Soup for the Soul," which often convey moral lessons.
When selecting a short story for students, it is crucial to consider their interests, as a story that fails to engage them can diminish motivation Teachers should aim to choose narratives that minimize cultural complexities, as excessive cultural explanations can render the lesson tedious and shift the focus from language learning to cultural studies Additionally, practical factors such as the text's availability, length, and potential for exploitation must be taken into account to ensure the lesson's effectiveness.
5.2.2 Suggested techniques for integrating short stories in English teaching
This article explores the challenges that hinder teachers from effectively using short stories in their English instruction and students' learning It highlights the importance of understanding students' difficulties and proactively preparing solutions By focusing on problem-solving strategies, the article aims to enhance the integration of short stories in English teaching and learning.
Learners often struggle with unfamiliar words, phrases, and expressions when studying To enhance comprehension, it's essential to choose key vocabulary that is vital for grasping the main ideas of the text Focus on selecting terms that are difficult to infer from context, as well as those that students are unlikely to be familiar with Additionally, integrating vocabulary exercises with other learning activities can significantly improve retention and understanding.
Many students in this study express a lack of confidence in forming their own interpretations, likely due to limited experiences in taking personal responsibility for their learning To address this, teachers should avoid overwhelming students with immediate demands for personal interpretation and instead implement a gradual approach Early lessons should focus on checking comprehension through factual questions, guiding students from a broad understanding to a detailed grasp of the story In later lessons, tasks should encourage students to infer additional information by selecting alternative interpretations and justifying their choices or providing their own interpretations through open-ended questions.
Students' poor reading habits hinder lesson effectiveness, as they often concentrate on individual words instead of grasping the overall meaning Encouraging students to summarize each paragraph or assign titles can help them slow down and begin interpreting the story more effectively.
5.2.2.2 Activities for using a short story in class
Pre-teaching activities: This stage aims at stimulating students‟ interest in the story and pre- teaching vocabulary Some activities may be suggested as followed:
Utilizing images is an effective strategy to enhance students' comprehension and visualization of a story Illustrations within the narratives can serve multiple purposes: they can introduce the story, elicit familiar vocabulary, present challenging words, and generate excitement among students about the narrative.
Familiarizing learners with a specific topic before reading can enhance their understanding and engagement This can be achieved through various activities available on the site, assigning tasks to research the topic, or facilitating discussions.
Many narratives presuppose an understanding of cultural norms, such as the typical school routine Students often seek to explore the contrasts between their own culture and the experiences of children from various countries Additionally, some stories explicitly highlight cultural backgrounds.
The teaching activities focus on enhancing students' comprehension of the plot, familiarizing them with the characters, and acclimating them to the language used in the story Suggested activities aim to engage students and deepen their understanding of these key elements.
To enhance students' comprehension of the story, teachers can engage them by posing questions that capture the essence of the narrative Additionally, assigning titles to each paragraph can aid in summarizing key themes, while having students reorder jumbled sentences can effectively reinforce their understanding of the plot's sequence.
Limitations of the study and suggestions for further study
Despite the careful selection of research methods and thorough data collection and analysis, the study faces limitations due to constrained resources, particularly the researcher's time and expertise.
The researcher focuses on the perceptions of the importance and necessity of using short stories in English teaching, as well as the obstacles faced in their implementation While some techniques for utilizing short stories in education have been explored, they remain unconnected and lack comprehensive procedures, leaving more complex issues unaddressed.
A notable limitation of the study is the restricted population sample, as only four out of ten teachers were interviewed due to time constraints Additionally, the research did not encompass both junior and senior high school students, which limits the generalizability of the findings to the broader context of VAS.
Future research on the integration of short stories and literature in language classes remains essential, with several promising avenues to explore Suggested studies include utilizing short stories for lower-level students, leveraging them to bridge cultural barriers, and examining their role in fostering individual development.
While the research could benefit from a more focused approach, it aims to generate valuable insights that ease the search for supplementary materials and enhance the motivation and relevance of language classes for students.
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Administration, and Processing Contributors Publisher: Lawrence Erlbaum
6 Elliott, R (1990) Encouraging reader-response to literature in Esl situations ELT Journal 44 (3), 191-198
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APPENDIX 1 SOME SHORT STORIES USED IN THE STUDY
As the two women came to King Solomon to plead their case, one of them spoke first “I plead with you, Sire, to hear what I have to say!”
“Speak!’” said the King “What is your problem?”
The woman gestured to another nearby, cradling a small baby "Sire, we share a home, and two weeks ago, I welcomed my son into the world She was my sole support during that time." Tears welled in her eyes as she recounted their shared experience.
“Go on, my daughter,” said the King
Three days later, the woman I assisted in childbirth welcomed a son, bringing the total of newborn boys in our home to two As she recounted the experience, tears filled her eyes, highlighting the emotional weight of our shared journey.
A tragic incident occurred when a mother accidentally rolled onto her baby while sleeping, resulting in the child's death In her grief, she took my son from my bed during the night and placed her deceased child beside me Upon waking in the morning to nurse my baby, I was devastated to find him lifeless; however, upon closer inspection, I realized it was not my child.
The woman vehemently interrupted, asserting, “That’s not how it happened! She’s fabricating an emotional tale for you, Sire, complete with tears! This is my son; the deceased child belongs to her!”
“You’re lying!” said the first woman “And you know it! The living son is mine and the other is hers!”
“Oh no it isn’t!” said the other woman, as she held the child close to her “It’s the other way around! This is my son!”
King Solomon attentively listened to the arguments presented before him, observing the details of the dispute It appeared that he had reached a conclusion, yet he chose to ask further questions to clarify the matter at hand.
In a dramatic scene, King Solomon examined a child presented to him by two women claiming to be the mother After carefully observing both women, he unexpectedly commanded, “Bring me a sword,” shocking everyone present He then ordered the child to be divided in two, revealing his clever strategy to uncover the true mother.
As the guard prepared to follow the King's orders, a desperate plea echoed through the air: “Please, my lord, spare the child! Allow him to live and give him to her instead.”
The other woman, however, thought Solomon’s idea was a good one “Cut it in two!” she shouted “Then neither one of us will have it!”
Then the King raised his hand and spoke “Don’t kill the child! Give it to the first woman!” he commanded, pointing to her “She is the mother!”
APPENDIX 2 SURVEY QUESTIONNAIRE FOR TEACHERS
A Study On Using Short Stories In Teaching English In The Context Of
This survey aims to explore your views and experiences regarding the use of short stories as supplementary materials in English teaching at the Vietnam-Australia School in Hanoi Rest assured, your personal information will remain confidential, and your honest responses are crucial for the success of this research The collected data will solely be utilized for research purposes.
Thank you very much for your help!
For the following questions, please circle the options that best describe you and your situation
Please indicate your rating for the use of short stories in teaching English by selecting or circling the number that best represents your experience Additional comments and detailed insights are welcome.
Have you ever used short stories besides those in the textbook in your English teaching process?
If your answer is No, please skip Part 2 and Part 3, and answer questions in Part 1, Part 4 and Part 5
If your answer is Yes, please answer all the questions in the questionnaire
Part 1: Concerning the perceptions of using short stories in teaching English
1 How necessary is the use of short stories for developing students’ English competence?
Unnecessary Not very necessary Necessary Very necessary Compulsory
Part 2: Concerning the exploitation of short stories in teaching English
2 How often do you use short stories?
3 How often is your use of short stories motivated by the following purposes?
Usually Always a To develop the four basic language skills, especially reading and writing
1 2 3 4 5 b To develop the four basic language skills, especially speaking and listening
1 2 3 4 5 c To develop students’ language components such as vocabulary and grammar 1 2 3 4 5 d To raise students’ cultural awareness 1 2 3 4 5 e To improve student’s creative expressions in the target language
1 2 3 4 5 f To draw students’ interest in learning and involve them in class activities
1 2 3 4 5 g To develop their critical thinking 1 2 3 4 5
4 How often do you use these activities in your use of short stories in teaching English?
Usually Always a Read aloud the stories 1 2 3 4 5 b Underline or highlight all the unknown words and phrases in the story
1 2 3 4 5 c Call out the names of the characters in the story 1 2 3 4 5 d Guess the meaning of the unknown words and phrases and explain their use in context
To enhance understanding of a story, engage in various activities such as drilling tasks to uncover deeper details, asking and answering questions about the narrative, and summarizing or retelling the plot Additionally, translating the story into the target language can broaden its accessibility Finally, discussing and sharing opinions on the story and its characters fosters a richer dialogue and deeper engagement with the material.
1 2 3 4 5 j Role-play the story 1 2 3 4 5 k Continue the story by imagining what would happen next 1 2 3 4 5 l Retell the story with a new ending 1 2 3 4 5
Part 3: Concerning the satisfaction with the use of short story in English class
5 How satisfied are you with your use of short stories in teaching English?
Unsatisfied Not very satisfied Satisfied Completely satisfied
6 How do you rate the achievements of your purposes when using short stories?
Strongly disagree Disagree Undecided Agree Strongly agree a b c d e f g
My students’ language skills, especially reading and writing skills are improved much
The students’ language skills, especially speaking and listening are improved much
My students’ language competence is enhanced a lot 1 2 3 4 5
My students’ background knowledge about cultures, countries, ect is enriched
My students’ creativeness in expression is bettered 1 2 3 4 5
My students are really motivated by short stories 1 2 3 4 5 The critical thinking ability of my students is developed 1 2 3 4 5
Part 4: Concerning the obstacles in using short stories in teaching English
7 What are the obstacles in using short stories in teaching English?
Strongly disagree Disagree Undecided Agree Strongly agree a b c d e f
Because of the time constraint, the thorough exploitation of a short story is limited
The class is too big with mixed levels
Looking for suitable short stories for students takes too much time and effort
There are no official management, guidance or strategies from the department for the use of short stories in teaching English
Designing tasks for students are challenging and time- consuming
It is not easy to evaluate students’ performance on the given tasks
8 In your opinion, what needs to be done to ensure the better use of short stories in teaching?
Strongly disagree Disagree Undecided Agree Strongly agree a There should be a wide selection of short stories in the library
1 2 3 4 5 b Class size should be narrowed down with equal levels 1 2 3 4 5 c Regular use of short stories should be encouraged and included in the curriculum of VAS
1 2 3 4 5 d There should be official management and guides or strategies from the department for the use of short stories in teaching English
THANK YOU FOR YOUR COOPERATION!
APPENDIX 3 SURVEY QUESTIONNAIRE FOR STUDENTS
A Study On Using Short Stories In Teaching English In The Context Of