Using short stories in teaching english in the context of vietnam australia school hanoi

UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES-VNU, HANOI POST-GRADUATE DEPARTMENT PHAM THU HA USING SHORT STORIES IN TEACHING ENGLISH IN THE CONTEXT OF VIETNAM AUSTRALIA SCHOOL – HANOI (VIỆC SỬ DỤNG TRUYỆN NGẮN TRONG GIẢNG DẠY TIẾNG ANH TẠI NGỮ CẢNH TRƯỜNG TRUNG HỌC VIỆT ÚC – HÀ NỘI) M.A Minor thesis Field: Methodology Code: 601410 HANOI-2009 UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES-VNU, HANOI POST-GRADUATE DEPARTMENT PHAM THU HA USING SHORT STORIES IN TEACHING ENGLISH IN THE CONTEXT OF VIETNAM AUSTALIA SCHOOL- HANOI (VIỆC SỬ DỤNG TRUYỆN NGẮN TRONG GIẢNG DẠY TIẾNG ANH TẠI NGỮ CẢNH TRƯỜNG TRUNG HỌC VIỆT ÚC – HÀ NỘI) SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF ARTS SUPERVISOR: PHÙNG HÀ THANH, M.Ed HANOI-2009 iv TABLE OF CONTENTS ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES, FIGURES, AND ABBREVIATIONS vii CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Scope of the study 1.4 Research methods 1.5 Significance of the study 1.6 Structure of the study CHAPTER 2: LITERATURE REVIEW 2.1 Literature and language teaching 2.1.1 Concept of literature 2.1.2 Features of literature 2.1.3 Using literature in language classroom 2.2 Short stories in language classroom 2.2.1 Definition of a short story 2.2.2 Benefits of using short stories in language classroom 10 2.2.2.1 Reinforcing the skills 10 2.2.2.2 Motivating students 11 2.2.2.3 Introducing literary elements 11 2.2.2.4 Teaching culture 12 v 2.2.2.5 Teaching higher-order thinking 13 CHAPTER 3: METHODOLOGY 16 3.1 Sampling 16 3.2 Data collection instruments 16 3.2.1 Questionnaires 18 3.2.2 Interviews 17 3.3 Procedure of data collection 18 3.4 Procedure of data analysis 20 CHAPTER RESULTS AND DISCUSSION 21 4.1 Reseach question 1: How teachers percieve the use of short stories in teaching English in terms of necessity? 21 4.2 Research question 2: How students percieve short stories as a source of language input in terms of interest and importance? 22 Research question 3: How teachers exploit short stories in teaching English in terms of purpose, strategy and frequency? 23 4.3.1 The frequency of using short stories in teaching English 23 4.3.2 The purposes of using short stories in teaching English 24 4.3.3 The strategies to exploit short stories in teaching English 25 4.4 Research question 4: To what extent teachers feel satisfied with their use of short stories in teaching English? 27 4.5 Research question 5: What are the obstacles that have limited teachers’ use of short stories in teaching English? 28 4.6 Research question 6: What are the obstacles that challenge students in learning English with short stories? 29 vi 4.7 Research quesetion 7: What are the recomendations and expectations for using short stories in teaching English given by students and teachers? 31 4.7.1 Teachers’ recommendations 31 4.7.2 Students’ expectations 31 4.7.2.1 Students’ expectations in terms of length, level of difficulty and theme of a short story 31 4.7.2.2 Students’ expectations for the activities in class 32 4.8 Summary of the findings from the interview 34 CHAPTER 5: CONCLUSION 37 5.1 Major findings of the study 37 5.2 Recommendations 38 5.2.1 Selecting and evaluating short stories 39 5.2.2 Suggested techniques for integrating short stories in English teaching 40 5.2.2.1 Problems solving 40 5.2.2.2 Activities for using a short story in class 41 5.3 Limitations of the study and suggestions for further study 41 REFERENCES 44 APPENDICES I APPENDIX 1: SOME SHORT STORIES USED IN THE STUDY I APPENDIX 2: SURVEY QUESTIONNAIRE FOR TEACHERS III APPENDIX 3: SURVEY QUESTIONNAIRE FOR STUDENTS VII APPENDIX 4: SURVEY QUESTIONNAIRE FOR STUDENTS (Vietnamese version) X APPENDIX 5: INTERVIEW SCHEDULE XIII vii LIST OF TABLES, FIGURES, AND ABBREVIATIONS TABLES Table 1: Students’ practice with short stories 23 Table 2: Teachers’ purposes of using short stories in teaching English 24 Table 3: Teaching strategies 25 Table 4: Teachers’ satisfaction with the use of short stories in teaching English 27 Table 5: The obstacles in using short stories in teaching English 28 Table 6: Obstacles challenging the students in learning with short stories 30 Table 7: Teachers’ recomendations 31 Table 8: Students’ expectations in terms of length, level of difficulty and theme of a short story 31 Table 4.9: Students’ expectations for the activities in class 33 Table 4.10: Profile of the interviewees 34 FIGURES Figure 1: The presense of short stories in the teaching practice of the teachers 20 Figure 2: Students’ perception of short stories in terms of interest 21 Figure 2.3: The frequency of using short stories in teaching English 23 ABBREVIATIONS VAS: Vietnam Australia School- Hanoi CHAPTER 1: INTRODUCTION This chapter presents the background information, and states the problems and reasons for the study It also outlines the overall purpose and objectives of the study, describes the significance of the study, poses the research questions to be answered and provides an overview of the research design 1.1 Rationale of the study Today, English is the global means of communication It is now an official language in more than 75 countries, with a total population of over billion speakers Three quarters of the world‟s mail are in English and 80% of the world‟s electrically stored information is also currently in English (Crystal, 1997) English is the working language of the Asian trade group ASEAN and the official language of the European Central Bank (Wallraff, 2000) Briefly, with the spread of globalization and the rapid expansion of information technologies has come an explosion in the demand for English worldwide Unexceptionally, in Vietnam, English is considered the key to success in modern life The number of English learners has been increasing rapidly in the last few decades To meet the demand, a great deal of schools and centers with special English teaching and learning programs have been set up everywhere, especially in big cities Vietnam Australia SchoolHanoi (VAS), a private high school which is located in My Dinh, Hanoi, is one example Established in 2007, VAS is to offer an ideal environment for learning English It cooperates with PLC, a famous school in Australia in curriculum and education programs Students in VAS have to follow the English syllabus of Vietnam carried out by Vietnamese teachers Besides they have global English and global commerce classes with Australian teachers, hence, there are many chances for them to practice and improve English in real life conversations with native speaking people All of the parents hope that their children can have the best learning conditions, especially the best English learning environment so that their children will be able to go on studying overseas or to have the best preparation for their future However, one of the challenges facing English teachers of VAS, including the author of this study, is composing extra materials In VAS, students have five to six periods a week with Vietnamese teachers, which is twice as much as other ordinary schools Therefore, besides the textbooks, extra materials are needed Normally, many teachers select or compose more written practice tests to drill what students have learned in the textbook However, this type of materials does seem to have attracted much interest Sometimes, extra written practice tests are blamed for a boring atmosphere in many classes Thus, there should be variations so that students feel more interested in learning In VAS, a number of sources of teaching materials such as poems, short stories, drama, films, English songs, etc have been exploited now and then Among these, using short stories as teaching supplementary materials has been taken into consideration for some following reasons Firstly, short stories can be seen as an interesting and suitable source of teaching materials As reading texts, short stories can serve the language skill drilling function quite well More importantly, short stories in particular and literary texts in general are favorable for students‟ language and cultural development and personal involvement Since literature enables students to understand and appreciate other cultures and societies, it encourages personal growth and intellectual development According to Ibsen‟s view (1990), literary texts appeal to students in term of emotion and personal experience because each student will meet the text in his/her own way based on experiences and knowledge of literature and life This creates meaningful and interesting discussions among students and draws on personal responses form learners In other words, learners become more personally involved in the process of language learning and can begin to own the language they learn more fully It also retains a good learning climate in a relaxing atmosphere Moreover, in comparison with other sources of teaching materials such as written practice exercises, poems, films, English songs, short stories are believed to have several advantages Written practice exercises as mentioned above not always interest students Poems seem rather complex and abstract for schoolchildren Not every available English song and film which suits the taste of students can serve the language skill drilling function properly Whereas, there is a variety of short stories to choose, ranging from elementary to proficiency levels Relatively short, fun, memorable and meaningful short stories are not too difficult in terms of vocabulary, grammatical structures and syntax Furthermore, they can bring about room for endless debate where students can live in the real human experience world Above language, they can learn many useful lessons about real life to develop their personalities In Vietnam- Australia school, Hanoi, short stories are mostly used as supplementary material for teaching by Australian teachers and sometimes applied by Vietnamese teachers However, there has been no official research on using them in teaching English This study has been conducted with the purpose to investigate how other teachers and students think about the use of short stories in teaching English and to what extents they have employed them in their teaching All these above explain why the author tries to the research It is hoped to result in useful ideas of using short stories in language classroom, especially in the context of Vietnam Australia School, Hanoi 1.2 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 How teachers percieve the use of short stories in teaching English in terms of necessity? How students percieve short stories as a source of language input in terms of interest and importance? How teachers exploit short stories in teaching English in terms of purpose, strategy and frequency? To what extent teachers feel satisfied with their use of short stories in teaching English? What are the obstacles that have limited teachers‟ use of short stories in teaching English? What are the obstacles that challenge students in learning English with short stories? What are the recomendations for using short stories in teaching English given by students and teachers? 1.3 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 was conducted in VAS with the participation of 10 teachers, both Vietnamese and Australian, and 100 senior high school students, who were chosen randomly from the alphabetical list of names The number of the teacher participants made up threefourths and the students participants accounted for five-sixths of the whole population However, the focus of the researcher was not put into junior high school students, so the implication might be not applicable in classes of junior high school students 1.4 Research methods Data collection for analysis in the study are mainly gained through survey questionnaires and interviews The questionaires aim at studying the students‟ and the teachers‟ attitude towards using short stories in classroom and their feedbacks after having lessons with short stories Meanwhile, semi-structured interviews were conducted among the teachers to triangulate the data collected from the questionnaires and to gather further information After that, the data collected were collectively analyzed to address the research questions Tables, charts and diagrams were used for clearer presentation and comparison 1.5 Significance of the study By looking into the perception of the use of short stories in English classes, the satisfaction of both teachers and students with their achievements and improvement in teaching and learning process, and the obstacles facing them, the study brings about an overall picture of the exploitation of short stories in VAS It is hoped to raise the awareness of 45 15 Murdoch, G (2002) Exploiting well-known short stories for language skills development IATEFL LCS SIG Newsletter 23, 9-17 16 Oster, J (1998) Seeing with different eyes: Another view of literature in the ESL class TESOL Quarterly, 23 (1), 85-103 17 Pound, E (1981) How to read Cambridge University Press 18 Povey J F (1967) “Literature in TESL” TESOL Quarterly Vo No2 19 Sage, H 1987 Incorporating Literature in ESL Instruction New Jersey: Prentice-Hall, Inc 20 Wallraff B ( November, 2000) “What Global Language” Atlantic Monthly 21 Young, A (1996) Introducing critical thinking at the college level with children’s stories College Teaching, 44(3), 90 I APPENDIX SOME SHORT STORIES USED IN THE STUDY THE WISDOM OF SOLOMON 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?” She pointed to another woman who was standing near her with a tiny baby in her arms “Sire, this woman and I live in the same house About two weeks ago I gave birth to a son She helped me She and I were the only ones there.” As she spoke, tears came to her eyes “Go on, my daughter,” said the King “Three days later, my lord, this woman also had a baby And it, too, was a son I helped her give birth There were still only two of us in the house.” Tears streamed from her eyes as she continued “A few days later, her baby died in the night because she accidentally lay on it as she slept And then she took my son from my bed while I was sleeping and put her dead child beside me.” She continued to weep as she spoke “When I got up in the morning to nurse my son, I found that it was dead; but when I examined it, I discovered that it was not my child.” “That’s not the way it was!” the other woman interrupted “That’s not the way it was at all! She’s just making up an emotional story for you, Sire, and she has produced some tears to go with it! This is my son; the dead child is hers!” “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!” And in this way they argued back and forth in front of the King Solomon had listened and observed carefully and it seemed as though he had made up his mind However, he asked 13 the woman to lay the child down in front of him He looked intently at the child and then at each of the women as though he was trying to determine by appearance whose child it was Then, to the great surprise of all who heard, King Solomon said, “Bring me a sword.” One of his guards came with a sword in his hands “Divide the child in two parts!” he said coldly “Give half to one and half to the other!” II As the guard raised the sword to obey the King, the first woman cried out, “Don’t kill the child, my lord! Please don’t it! Let him live and give him to her.” 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!” III APPENDIX SURVEY QUESTIONNAIRE FOR TEACHERS A Study On Using Short Stories In Teaching English In The Context Of Vietnam-Australia School, Hanoi This survey questionnaire is designed to investigate your perceptions, opinion and practice of using short stories as supplementary materials in teaching English in Vietnam-Australia School, Hanoi Your personal information will be kept strictly confidential Your truthful answers will guarantee the success of the investigation The data will be used for the purpose of research, not for any other purposes Thank you very much for your help! Background information  Name (optional): …………………………  Years of teaching: ………………………… For the following questions, please circle the options that best describe you and your situation For the questions that require rating, please tick or circle the number that best describe your use of short stories in teaching English Your further explanation and elaboration are highly appreciated  Have you ever used short stories besides those in the textbook in your English teaching process? A Yes B No If your answer is No, please skip Part and Part 3, and answer questions in Part 1, Part and Part 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 How necessary is the use of short stories for developing students’ English competence? Unnecessary Not very necessary Necessary Very necessary Compulsory IV Part 2: Concerning the exploitation of short stories in teaching English How often you use short stories? Never Sometimes Only (50% of occasionally the time) Usually Always How often is your use of short stories motivated by the following purposes? Never a b c d e f g Only occasionally Sometimes (50% of the time) Usually Always To develop the four basic language skills, especially reading and writing To develop the four basic language skills, especially speaking and listening To develop students’ language components such as vocabulary and grammar To raise students’ cultural awareness To improve student’s creative expressions in the target language To draw students’ interest in learning and involve them in class activities To develop their critical thinking 5 1 2 3 4 5 1 2 3 4 5 How often you use these activities in your use of short stories in teaching English? Never a b c d e f Only occasionally Sometimes (50% of the time) Usually Always Read aloud the stories Underline or highlight all the unknown words and phrases in the story Call out the names of the characters in the story Guess the meaning of the unknown words and phrases and explain their use in context Do drilling tasks to get more details of the stories Ask and answer questions about the story 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 V g h i j k l Summarize or retell the story Translate the story into the target language Discuss and express opinions and attitudes toward the story and its characters, etc Role-play the story Continue the story by imagining what would happen next Retell the story with a new ending 1 2 3 4 5 1 2 3 4 5 Part 3: Concerning the satisfaction with the use of short story in English class How satisfied are you with your use of short stories in teaching English? Unsatisfied Not very satisfied Satisfied Completely satisfied How you rate the achievements of your purposes when using short stories? Strongly disagree a b c d e f g Disagree Undecided Agree 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 My students’ background knowledge about cultures, countries, ect is enriched My students’ creativeness in expression is bettered My students are really motivated by short stories The critical thinking ability of my students is developed Strongly agree 5 1 2 3 4 5 1 2 3 4 5 VI Part 4: Concerning the obstacles in using short stories in teaching English What are the obstacles in using short stories in teaching English? Strongly disagree a b c d e f Disagree Undecided Agree 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 timeconsuming It is not easy to evaluate students’ performance on the given tasks Strongly agree 1 2 3 4 5 5 Part 5: Concerning your recommendations In your opinion, what needs to be done to ensure the better use of short stories in teaching? Strongly disagree a b c d e Disagree Undecided Agree Strongly agree There should be a wide selection of short stories in the library Class size should be narrowed down with equal levels Regular use of short stories should be encouraged and included in the curriculum of VAS There should be official management and guides or strategies from the department for the use of short stories in teaching English Others (please verify): ………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ……………………………………………………………………………………………… THANK YOU FOR YOUR COOPERATION! VII APPENDIX SURVEY QUESTIONNAIRE FOR STUDENTS A Study On Using Short Stories In Teaching English In The Context Of Vietnam-Australia School, Hanoi This survey questionnaire is designed to investigate your perceptions and opinion of the use of short stories as supplementary learning material class in Vietnam-Australia School, Hanoi Your personal information will be kept strictly confidential Your truthful answers will guarantee the success of the investigation The data will be used for the purpose of research, not for any other purposes Thank you very much for your help! Background information You are in group: You have been learning English for years You assess your mastery in English as: □ Poor □ Fair □ Good □ Excellent For each of the items below, please tick or circle the number that reflects your viewpoint If you have any further explanation, please write at the end of the form Part 1: Concerning the students’ perceptions of their teacher’s use of short stories in teaching English How are you interested in your teacher’ use of short stories in English classes? Not interested at all Not very interested Interested sometimes (50%) Very interested How often can you these things with short stories? Never Only occasionally Sometimes (50% of the time) Usually Always VIII a b c d e f g h I can practice listening and speaking skills more I can practice reading and writing skills more I can learn more new words and expressions in context I can enrich my background knowledge about people, culture, countries and the world I have more chances to discuss with my friends and express my ideas I feel relax and interested in short stories I find myself more imaginative and creative My critical thinking gets better 1 1 2 2 3 3 4 4 5 5 1 1 2 2 3 3 4 4 5 5 Part 2: Concerning the obstacles in learning English with short stories What are your obstacles in learning English with short stories? Not like me at all A little like me Fairly like me Very much like me Absolutely like me a b c My class is so big and noisy that I cannot concentrate on the lesson There isn’t enough time for me to understand the stories thoroughly Short stories are too challenging with many unknown words, phrases and expressions in literary styles d I don’t understand what to with the given tasks e Some tasks such as re-telling, summarizing, rewriting the story…are too difficult for me f Some others………………………………………………………………………………………… Part 3: Concerning students’ expectations What types of short stories you expect to learn in English classes? a b c d e f Not like me at all A little like me Fairly like me Very much like me Absolutely like me I like authentic short stories I like simplified short stories I like easier and shorter stories, just within one page I like longer and more challenging stories I like short stories with familiar topics like family life, friendship, love, etc I like short stories about social issues or detective stories 2 2 3 3 4 4 5 5 5 IX What activities you like to in the English classes with short stories? Never a b c d e f g h i Sometimes Only (50% of occasionally the time) Usually Always Underline or write down all the new words and get to know their meanings Listen/read and translate the stories into Vietnamese Do the skill-drilling tasks Just listen to the teacher’s explanation and take note role- play the story summarize the story discuss and give comments on the story or the characters of the story re-tell the story basing on the old one, invent a new story with a new ending 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 1 2 3 4 5 THANK YOU FOR YOUR COOPERATION! X APPENDIX NGHI ÊN CỨU VỀ VIỆC SỬ DỤNG TRUYỆN NGẮN TRONG DẠY TIẾNG ANH TRONG NGỮ CẢNH TRƯỜNG PHỔ THÔNG VIỆT ÚC HÀ NỘI Bảng câu hỏi đựoc thiết kế để tìm hiểu nhận thức quan điểm bạn việc sử dụng truyện ngắn nguồn tài liệu tham khảo trường phổ thông Việt Úc Hà Nội Mong em trả lời với em suy nghĩ làm Những câu trả lời em phiếu nguồn tư liệu cho khố luận Những liệu không sử dụng vào mục đích khác ngồi mục đích nghiên cứu Rất cám ơn giúp đỡ em!! Thông tin cá nhân: Bạn học lớp: Bạn học tiếng Anh …………… năm Đánh giá bạn khả tiếng Anh bạn: □ Kém □ Trung bình □ Giỏi □ Xuất sắc Với ý đây, đánh dấu hoặ khoanh tròn vào số phản ánh quan điểm bạn Nếu bạn có giải thích thêm , ghi vào phần cuối bảng hỏi Phần 1: Sự nhận thức học sinh việc sử dụng truyện ngắn giáo viên dạy tiếng Anh Bạn cảm thấy hứng thú với việc sử dụng truyện ngắn học tiếng Anh? Không hứng thú chút Không hứng thú Đôi hứng thú (50%) Rất hứng thú Bạn làm việc thường xuyên học tiếng Anh qua truyện ngắn? Không a b Đôi Thỉnh thoảng (50%) Thường thường Ln ln Tơi luyện tập kỹ nghe nói tốt Tơi luyện tập kỹ đọc viết tốt 1 2 3 4 5 XI c d e f g h i Tơi học nhiều từ mẫu câu văn cảnh Tơi làm giàu thêm vốn hiểu biêt người, văn hố, đất nước giới Tơi có thêm nhiều hội để thảo luận với bạn bè bộc lộ suy nghĩ Tơi cảm thấy thư giãn hứng thú Tơi thấy giàu trí tưởng tượng sáng tạo Ĩc phê phán tốt 1 2 3 4 5 1 1 2 2 3 3 4 4 5 5 Phần 2: Những khó khăn việc học tiếng Anh với truyện ngắn Những khó khăn việc học tếng Anh qua truyện ngắn gì? Khơng giống tơi chút Giống chút Khá giống tơi Rất giống tơi Hồn tồn giống Lớp học lớn ồn nên tập trung vào học b Khơng có đủ thời gian để tơi hiểu đầy đủ câu truyện ngắn c Các câu truyện ngắn khó với nhiều từ cụm từ cách diễn đạt mang tính văn học d Tơi khơng hiểu phải làm với nhiệm vụ giao e Một số nhiệm vụ kể lại, tóm tắt lại, viết lại câu chuyện….q khó tơi f Một số khó khăn khác…………………………………………………………………………… a Phần 3: Nguyện vọng học sinh Bạn mong muốn học câu chuỵện ngắn học tiếng Anh? Không giống chút a b c d e f Giống chút Khá giống tơi Rất giống tơi Hồn tồn giống tơi Tơi thích truyện ngắn ngun Tơi thích truyện ngắn rút gọn đơn giản hóa Tơi thích truyện ngắn dễ ngắn hơn, trang Tơi thích truyện ngắn dài khó Tơi thích câu truyện ngắn với chủ đề quen thuộc gia đình, tình bạn, tình u… Tơi thích truyện ngắn vấn đề xã hội truyện trinh thám 1 1 2 2 3 3 4 4 5 5 5 XII Bạn muốn tham gia vào hoạt động sau thường xuyện nào? Không Đôi Thỉnh thoảng (50%) Thường thường Luôn a Gạch chân ghi lại tất từ tìm hiểu nghĩa b Chỉ nghe đọc dịch truyện ngắn dịch sang tiếng Việt Làm tập rèn luyện kỹ Chỉ nghe giáo viên giải thích ghi chép lại Đóng vai nhân vật câu truyện Tóm tắt câu chuyện 1 1 2 2 3 3 4 4 5 5 Thảo luận bình luận câu chuyện nhân vật câu chuyện Kể lại câu chuyện Dựa câu chuyện cũ, sáng tạo câu chuyện với kết thúc 2 3 4 5 c d e f g h i CHÂN THÀNH CẢM ƠN! XIII APPENDIX 5: INTERVIEW SCHEDULE Focus Interview Questions Respondent’s profile Exploitation of short stories in teaching English - Where were you born? - What university did you studied? - What was your major at university? - How long have you been working as a teacher of English? - How long have you been teaching in VAS? - Is it necessary to use short stories in teaching English? - How often you use short stories? - What are your purposes of using short stories in teaching English? Please rank those purposes according to their frequency or importance Satisfaction with the use of short story in English class - Do you satisfied with your use of short stories in teaching? How satisfied are you? - How you rate the achievements of your purposes when using short stories? Please rank those achievements according to their frequency or importance Ostacles in using short stories - in teaching English Recommendations What are the obstacles in using short stories in teaching English? Please rank the obstacles according to their level of difficulties - In your opinion, what needs to be done to ensure the better use of short stories in teaching? XIV ... picture of the use of short stories in teaching English in VAS, including the teachers and students‟ perceptions of the benefits of using short stories in teaching English, their exploitation of short. .. 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 Table... exploit short stories in teaching English in terms of purpose, strategy and frequency? 23 4.3.1 The frequency of using short stories in teaching English 23 4.3.2 The purposes of using short