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Journal articles on the topic 'English Short stories'
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Cooke, J., and J. de Grandsaigne. "African Short Stories in English." World Literature Today 60, no. 4 (1986): 682. http://dx.doi.org/10.2307/40142958.
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Dials, Jeanette G. "Feminism in Philippine Mainstream Short Stories in English." International Journal of Languages, Literature and Linguistics 3, no. 4 (December 2017): 181–88. http://dx.doi.org/10.18178/ijlll.2017.3.4.130.
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Oktaviana, Gina Oktaviana, Sumardi Sumardi Sumardi, and Endang Setyaningsih Setyaningsih. "Integrating Short Stories into English Language Teaching: What English Teacher Educators Say about It?" AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (November 1, 2022): 6851–64. http://dx.doi.org/10.35445/alishlah.v14i4.2172.
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Although prior studies have shown the pedagogical potential of short stories in language learning, only a few studies have investigated English teacher educators' perceptions and experiences with short stories in initial language teacher education courses. This narrative study aims to investigate how short stories are integrated into English language teaching in a teaching education institution. Empirical data were gathered through semi-structured interviews with three English teacher educators. This study used member-checking to ensure the validity of the data. Four steps were used to analyze the data in this study: 1) compiling, 2) disassembling, 3) reassembling, and 4) interpreting. Findings showed that the integration of short stories was carried out in two ways. First, short stories were used as teaching materials in extensive reading courses in the second semester. Second, short stories were used as the basis for creating learning activities. Eight classroom activities were identified from English teacher educators’ stories. Three challenges were encountered by English teacher educators in integrating short stories into English language learning, such as finding the “right” short stories, students' low interest in reading the short stories, and limited facilities and time to execute the planned activity. Generally, the findings imply that the selection of short stories appears to be an essential element, and if English teacher educators can successfully overcome the challenges they encounter, the integration process can be smoothly conducted. Hopefully, future studies will provide ways for teachers to select the right stories and develop learning activities based on the stories chosen.
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Widyasari, Fara Hanindita. "UTILIZING SHORT STORIES TO IMPROVE VOCABULARY OF 8th GRADERS JUNIOR HIGH SCHOOL." Dharmas Education Journal (DE_Journal) 4, no. 2 (July 4, 2023): 353–61. http://dx.doi.org/10.56667/dejournal.v4i2.989.
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This study was conducted to analyze the use of English short stories to improve the vocabulary mastery of 8th grade students at a public junior high school in Surabaya and their perceptions towards the use of English short stories. The researcher used the Classroom Action Research (CAR) method, involving 28 students (13 males, 15 females) with varying abilities. Data was collected through tests and interviews related to the use of English short stories. According to the analysis, this study revealed that English short stories helped students improve their vocabulary skills (Mean: 68 > 72 > 80). Moreover, the students also had a positive perception of the use of English short stories.
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Bhattarai, Prakash. "Emergence of Nepalese English: A Case of Short Stories." Journal of NELTA Gandaki 5, no. 1-2 (November 7, 2022): 99–109. http://dx.doi.org/10.3126/jong.v5i1-2.49287.
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The wide use of English language around the globe in the recent decades has generated different varieties of English language with their own distinctive features; one of such varieties is Nepalese English. Several English literary texts written by Nepalese writers along with different other factors are contributing to establish Nepalese English as a different variety of English. Analyzing six English short stories written by three Nepali writers, this article examined the Nepalese English used in the short stories to find out their distinctive features. The stories were analyzed and interpreted using interpretative research paradigm. After the analyses, it was found that there is code mixing and code switching (Nepali and English) in the stories; Nepali names are given to the characters to give real flavor of Nepaleseness and the short stories reflect the Nepalese societies in terms of the condition of women, development, education and employment.
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Luis, Chiossa Luis. "Role of Short Stories in EFL Classes." Journal of English Language Teaching and Applied Linguistics 2, no. 5 (December 30, 2020): 12–26. http://dx.doi.org/10.32996/jeltal.2020.2.5.2.
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The research seeks to investigate why most teachers at Cristiano Paulo Secondary School are not using short stories in English Language Teaching despite the fact that they know the importance of short stories, and suggest techniques to increase the use of short stories in ELT (English Language Teaching). The study will take place in Niassa Province, specifically at Cristiano Paulo Taimo Secondary School – Lichinga. The sample of this study will be students and teachers of English of grade 12 of the school aforementioned and will be determined through simple random sampling, mixed approach will be the approach in use for this study and data for this study will be collected through questionnaires and observation. 2 teachers of English and 10 students of grade 12 participated in the survey study. The data will be analyzed through statistics and themes. Searching for practical ways to improve students’ English language skills is a real concern for all English teachers. There is a consensus among English Language Teaching practitioners regarding the significance of reading for learning new languages, since reading gives depth to language learning (Stern, 2001). Therefore, teachers are obligated to provide their students with interesting and suitable texts to read. Real stories are by far more interesting and involving than scientific and historical texts. Thus, the researcher expects that this study will help teachers to improve the teaching of English Language through short stories and students will be able to develop speaking skills.
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White, Landeg, J. de Grandsaigne, Oladele Taiwo, and G. D. Killam. "African Short Stories in English: An Anthology." International Journal of African Historical Studies 20, no. 2 (1987): 316. http://dx.doi.org/10.2307/219849.
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SURISETTY, RAJESWARI, and M. MARY MADHAVI. "Reflection Of Indian English And Philosophy In Writings Of R.K Narayan In English Literature." Think India 22, no. 2 (October 30, 2019): 494–97. http://dx.doi.org/10.26643/think-india.v22i2.8756.
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Rasipuram Krishnaswami Iyer Narayanaswami, a well-known South Indian writer, creator of a fictional town ‘Malgudi” developed a sense of interest among middle- class people in India to read short stories in English. He is the spell caster of encompassing Indianism into English literature through his writings. This celebrated Indian novelist brought an aroma of Southern Indian Coffee into English and indianized it through his fictional stories which connect with real time situations of a common Indian. This distinguished writer captivated readers through his meticulous mastery over foreign language on Indian soil. His short stories are the best paradigm to understand Indian English that is entangled with beliefs, traditions, culture to an extent superstitions existed in the routes of Indian lives. Contrast between the lives of Western and Indians’ lives in various aspects are illustrated through his short stories and novels. The present paper tries to highlight Indianized contexts into English literature by this outstanding writer. It also attempts to show how characters in the short stories of Narayan are related to Karmic philosophy.
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Koşar, Gülten. "Student English Teachers' Vantage Points of the Digital Short Stories They Designed for Young Learners." International Journal of Online Pedagogy and Course Design 13, no. 1 (January 1, 2023): 1–13. http://dx.doi.org/10.4018/ijopcd.315299.
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Literature review unveils the need for exploring what student teachers of English think about their experiences of preparing digital stories for young learners, and investigating their perceptions with regard to the use of digital storytelling in the teaching of English to young learners. This instrumental case study aims to unpack pre-service English teachers' conceptions of their experiences of creating digital short stories and incorporating them into young English language learner classes. The qualitative data collected through conducting a qualitative survey and an in-depth interview with Turkish student teachers of English following their experiences of designing digital short stories for young learners was analysed, performing inductive content analysis. The results demonstrated the student English teachers held strong beliefs in the beneficial effect of digital short stories on fostering young English language learners' learning, and the process of developing digital short stories was not extremely challenging and furthered their technological competence.
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Stewart, V. "Violence and Representation in Elizabeth Bowen's Interwar Short Stories." English 58, no. 221 (May 15, 2009): 139–59. http://dx.doi.org/10.1093/english/efp004.
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Campbell, Yvonne Michelle, and Fazira Bukas Charles. "Code-Mixing in Sabah and Sarawak English Short Stories." Trends in Undergraduate Research 6, no. 2 (December 29, 2023): f1–11. http://dx.doi.org/10.33736/tur.5519.2023.
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This study explored code-mixing in selected English short stories from Sabah and Sarawak. It examined the types of code-mixing found in these short stories and the basis for these code-mixing. 20 short stories were selected from two anthologies, “Chronicles of KK” and “Short Stories from Sarawak: Death of a Longhouse & Other Stories”. This study applied a qualitative research method, and the data were analysed using Musyken’s (2000) and Hoffman’s (1991) theories. Two types of code-mixing were found in the short stories which are insertion, and alternation, with insertion being the most common type found, especially lexical items from Sabah and Sarawak’s local or indigenous languages. The study discovered that the reason these code-mixing was used was to talk about a particular topic, to clarify the speech content for interlocutor, to express group identity, to repeat something for clarification and as a form of interjection.
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Puspita, Eka, Azwandi Azwandi, and Irma Diani. "Language Features Used to Describe Major Character in Short Stories." JOALL (Journal of Applied Linguistics & Literature) 1, no. 1 (November 24, 2018): 41–66. http://dx.doi.org/10.33369/joall.v3i1.6159.
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Language Features are the important aspect in a text. This is part of the student’s knowledge. If the students familiar with the language features, they can understand the major characters in the texts easily. The purpose of this study is to analyze the language features that used to describe major characters in short stories. This research was a descriptive qualitative research. The research objects were taken at six Indonesian short stories and six English short stories. The research procedure classifies all objects based on language features of research instruments.The results of this study are there are two characters of major character in the short stories, protagonist and antagonist. In Indonesian short stories there are two short stories that have antagonist characters and four short stories have protagonist characters. And all of the short stories only have one major character. But in English short stories, four of the short stories have two major characters and two short stories only have one major character.Keywords: Language Features, Short Stories, Characters, Major Characters
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Christina Yakkal Sarojini, J., and K. Revathi. "Using Short Stories to Develop Speaking Skill." Shanlax International Journal of English 9, no. 2 (March 1, 2021): 38–42. http://dx.doi.org/10.34293/english.v9i2.3700.
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In the present era, speaking in English without errors is a great challenge for the students of all ages and it is a long process to achieve it, perfectly. Speaking skill refers to the ability to convey one’s thought through words. It is advisable to develop speaking skill in English at the early stage because they can practice better with necessary language skills to succeed in later life. The purpose of the paper is to develop speaking skill in English through Short Stories. The researcher selected three short stories from “Arabian Nights”, and “Parts of Speech” was taught using these stories to speak without grammatical errors. The statistical analysis shows that there was an improvement among the experimental group students.
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Maulidia, Annida. "The Impact of Short Stories in English Language Learning Classroom." Journal of English as a Foreign Language Education (JEFLE) 4, no. 2 (March 5, 2024): 94. http://dx.doi.org/10.26418/jefle.v4i2.74897.
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With compact yet captivating tales, short stories have the potential to be an effective tool for enhancing students' writing skills in English language learning classrooms. As a result, this study article gives a complete overview of the literature on the impact of short stories on language learning. A systematic strategy is used in this study to discover and assess relevant nonempirical studies, theoretical frameworks, and expert perspectives on adding short tales to improve students' writing skills. The data for this research were analyzed, and ten published articles on the subject were reviewed. The findings from the evaluated journal papers show that including short stories in English language education, particularly in intensive reading courses, has a good influence. The findings from the evaluated journal papers show that including short stories in English language education, particularly in intensive reading courses, has a good influence. These findings are useful for educators and curriculum makers who want to improve language learning experiences by using short stories. According to the article, various outcomes were discovered during the evaluation, particularly for teachers and students during teaching and learning.Keywords: Short stories, impact, English, language learning classroom
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Ekawati, Rosyida, and Nata Permata. "Lexical Richness of Short Stories Written by EFL Students." EFL Education Journal 9, no. 1 (March 31, 2022): 102. http://dx.doi.org/10.19184/eej.v9i1.29052.
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The study concerns with lexical richness of short stories. The data consist of 48 short stories written by English Study Program of University of Trunojoyo Madura. This study aims at measuring the lexical richness of short stories by different gender based on three measurements, i.e. lexical density, lexical sophistication, and lexical variation. This study employs the theory and the lexical richness formula proposed by Laufer and Nation (1995). It applies descriptive quantitative design. The results showed that the results of each measurements are 11 short stories in high lexical density (LD), 37 short stories in quite high LD, 27 short stories in high Lexical Sophistication (LS), 21 short stories in low LS, 25 short stories in high Lexical Variation (LV), and 23 short stories in low LV, the results of lexical richness that obtained from the combination of LD, LS, and LV are high lexical richness category (5 stories), quite high category (14 stories), quite low category (20 stories), and low category (9 stories), and the results of lexical richness based gender differences show that the short stories of male authors have higher lexical richness than female authors. The overall results show that short stories written by English Study Program students of University of Trunojoyo Madura have quite low lexical richness.
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BAŞAR, İlkin. "İngilizce öğretimine roman ve kısa hikayeleri katmak." RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, Ö13 (October 23, 2023): 1234–41. http://dx.doi.org/10.29000/rumelide.1379410.
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Novels and short stories can be seen as motivating and authentic materials in English Language classes (Lazar, 1993). It is because novels and short stories are rich in not only language, but also, cultural aspects of the foreign language. Therefore, novels and short stories may act as great sources of language and culture in English as a foreign language classes. The language instructors’ role is important in teaching English through these sources. By the language instructors, the level and needs of the language learners need to be taken into consideration while selecting and using these literary texts. Researchers such as Byram (1989) and Brown(2007) claim that it is not any possible to separate language and culture from each other, for this reason novels and short stories can be seen as great sources both for language and for culture of the target language. Thanks to literary translation, it really is possible to be aware of other cultures of the world with the help of novels and short stories’ translations. In the following paper, it is aimed to show how using novels and short stories in EFL classes may develop students’ knowledge of English while increasing their cultural awareness. In that sense, togetherness of language and culture in language teaching, novels and short stories in the language classroom and ways to overcome cultural problems while using novels and short stories in EFL classes will be presented.
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Najim Abd Aliwie, Abdullah. "A Stylistic Study of Time and Tense in English and Arabic Short Stories: Contrastive Study." INTERNATIONAL JOURNAL OF RESEARCH IN SOCIAL SCIENCES & HUMANITIES 13, no. 02 (2023): 689–701. http://dx.doi.org/10.37648/ijrssh.v13i02.057.
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The present paper is a stylistic attempt to shed the lights on the differences between ‘Time’ and ‘Tense’ in English and Arabic after analyzing some selected English and Arabic short stories. This basically requires the concentration on two important lexical terms known as ‘Aspectuality’ and ‘Modality’. The paper aims at answering the following questions: (1) What is the outstanding type of modality English and Arabic writers of short stories employed? (2) Does perfect or imperfect aspect categorize English and Arabic modern short stories? and (3) What is the 'shade' of the English and Arabic short stories based upon the identified types of modality used? In this respect, the present paper is limited to English ‘Modal Auxiliaries ‘, lexical modals, ‘Non –Verbal Modality (Modal Adjuncts)’. As for Arabic, it is also limited to Modal verb forms: 'finite or auxiliary’, 'lexical modals’ and also 'Non- Verbal Modality' (Modal Adjuncts). Other types of modality are beyond the study.
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Amin, Bahar Assi. "Reference and Sense in Selected English Short Stories." JOURNAL OF LANGUAGE STUDIES 3, no. 1 (September 1, 2023): 104–20. http://dx.doi.org/10.25130/jls.3.1.7.
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This research is an inquiry into the concepts of reference and sense in selected English short stories. It is an attempt to determine which concept of these two is used more in the selected short stories because in every language different expressions of these two are used and that’s why they have been chosen in this study.The reference of a word is the relation between the linguistic expression and the entity in the real world to which it refers. In contrast to reference, sense is defined as the relations to other expressions in the language system. Thus there are words that have senses but no referents in the real world. Depending on this contradiction this study is going to be conducted.
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Kadel, Purna Bahadur. "Use of Short Stories in Language Learning." Curriculum Development Journal 29, no. 43 (December 1, 2021): 145–54. http://dx.doi.org/10.3126/cdj.v29i43.41085.
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This study is an attempt to explore understanding of English teachers on the use of traditional short stories in language learning and find out the impacts of extensive reading of culturally embedded short stories in consolidating students' language learning. Phenomenological research design was adopted to carry out this study in which 8 English teachers represented 4 from public and 4 from institutional secondary schools were selected from Kirtipur Muncipality of Kathmandu district through purposive non-random sampling procedure. In-depth-interview and classroom observation were used as tools to collect data to address the objectives of this study. The findings of this study show that the language functions and vocabulary could be improved through short stories; language skills could be cultivated with the help of reading short stories; their higher order thinking skills are developed reading short stories; and they get entertainment, motivation and refreshment.
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Choy Wan, Samantha Yap, Adeela Abu Bakar, Mansour Amini, and Shameem Rafik-Galea. "Problems and Solutions in English Translations of Malay Short Stories." Journal of Social Sciences Research, SPI6 (December 30, 2018): 1158–66. http://dx.doi.org/10.32861/jssr.spi6.1158.1166.
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The Malay stories of Pelanduk yang Bijak, Peniup Seruling and Seuncang Padi were translated to English, and analysed to identify the translation problems. The procedures were also investigated to find solutions for the problems using translation procedures as the framework for data analysis. After the translation of the stories, the source and target texts were analysed to identify problems and procedures. The findings of the study indicated two types of problems in the Malay-English translations of the stories; structural or semantic problems, and problems arising from cultural differences. Among various translation procedures used in the translations, literal translation was the most common procedure in the translation of the Malay stories. The findings from translations and the analyses in this study could be utilised in translator and interpreter training classrooms. Finding solutions to the translation problems could improve translators’ ability to better theorise while translating, and thus produce “good” translations, particularly in the translation of literary works from Malay to English. This study could have pedagogical significance, as the Malay short stories contain moral lessons by which Malay culture could be further introduced and “exported” to the English-speaking audience through literature.
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Anaya Diaz, Udrinet Elías. "Fostering critical literacy in secondary education through short stories in English." Espergesia 11, no. 1 (January 31, 2024): e110101. http://dx.doi.org/10.18050/rev.espergesia.v11i1.2837.
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The present study focused on the use of short stories as a pedagogical tool to cultivate critical literacy in secondary school students learning English as a foreign language, it was carried out in a public institution in Cúcuta, Norte de Santander, Colombia. Its main objective was to describe short stories as a pedagogical tool to foster critical literacy in the teaching of English. This qualitative research was based on the sociocritical paradigm with an inductive method and a spiral design, using participatory action approach. A lesson plan was developed and executed that strategically incorporated short stories, assessing their impact through observations in field notes, recordings, and focus group discussions. The results highlighted the advantages of short stories in education: as a powerful pedagogical resource to foster critical perspectives on social and cultural reality, and as a useful tool to improve linguistic aspects. The short stories also proved to be motivating, enriching English learning and promoting a meaningful educational experience. In summary, the study underlined the effectiveness of short stories in boosting critical literacy and improving language skills, advocating for the exploration of critical literacy practices throughout secondary education and their integration from primary education.
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Zavarynska, M. S. "DIFFUSIVE AND LABYRINTH NARRATIVE UNCERTAINTY IN ENGLISH POSTMODERN SHORT-SHORT STORIES." Writings in Romance-Germanic Philology, no. 1(50) (October 13, 2023): 97–106. http://dx.doi.org/10.18524/2307-4604.2023.1(50).285553.
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In the article there is grounded the notion of diffusive and labyrinth narrative uncertainty in English postmodern short-short stories. In our investigation, there is proved that the emergence of narrative uncertainty is caused by specific narrative techniques such as diffusion and labyrinth which we identify manifestations of the narrative-rhizomatic principle of text form. Thus, the basis of narrative uncertainty creation is the mixture of a narrative technique (diffusion or labyrinth), compositional modifications and linguo-stylistic devices (irony, lexical repetition, personification). Uncertainty as a transversal postmodern idea is traced in experimental texts through unconventional text building, modified text compositional structure. Narrator of a short-short story creates a narrative with the purpose of establishing a permanent hesitation in the interpreting at each level of text compositional structure. Thus, the emergence of compositional modifications can be observed at content level, formal level, and formal-content level which create a specific symbol at figurative-symbolic level. Compositional modifications at one of the abovementioned levels serve as the principal agent of the specific type of narrative uncertainty creation — diffusive or labyrinth narrative uncertainty. A preliminary analysis of English postmodern short-short stories has shown that compositional modifications at the formal and formal-content levels function as a key forming agent for diffusive narrative uncertainty. As to labyrinth narrative uncertainty, compositional modifications at content level, formal level, and formal-content are dominant. The leading role in the uncertainty formation belongs to narrator. Narrator builds a narrative in such a manner that it becomes complicated to interpret. That fact characterize narrator as unreliable storyteller. Diffusive narrative uncertainty is actualized by means of multiple narrator, whereas labyrinth narrative uncertainty through heterodiegetic narrator in extradiegetic situation. Perception of English postmodern short-short stories with the expressions of narrative uncertainty demands from narratator (reader) flexible mindset, openness to different interpretations and readiness for active usage of cognitive skills.
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Nazarova, Yorkinoy Hamidovna, Iroda Abduaziz Kizi Abduazizova, Mashkhura Ikromjon Kizi Hakimova, and Dilafruz Olim Kizi Nematjonova. "Developing Critical Thinking Strategies Through Short-Stories In Learning Foreign Languages." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 2021): 193–97. http://dx.doi.org/10.37547/tajssei/volume03issue02-31.
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The article defines the concept “critical thinking” and reveals the effectiveness of critical thinking (CT) strategies through short stories in teaching English as a foreign language. According to the results of the study, the authors propose a certain set of critical thinking strategies to encourage students’ active involvement and effective use of teaching foreign languages in higher education.
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Bhatti, Muhammad Safdar, Asif Iqbal, Zahida Rafique, Shaista Noreen, and Faiqa Tabassum. "Short stories as an innovative EFL teaching technique to improve Pakistani elementary students’ English vocabulary." Journal on English as a Foreign Language 12, no. 2 (August 20, 2022): 405–20. http://dx.doi.org/10.23971/jefl.v12i2.4060.
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Short stories are becoming very popular around the globe. Learning vocabulary, a crucial component of learning a foreign language, is at the heart of teaching a language and is important for language learners. The researchers believe that vocabulary plays a crucial part in learning any language. Therefore, it is crucial to look at the best strategies for enhancing vocabulary learning. With the aim of effectively utilizing short stories to improve vocabulary at the primary level, the current study was created to raise awareness among elementary-level teachers about how they might develop the English vocabulary of their students. The study was experimental with a pretest-posttest design. Sixty students were randomly selected from an elementary school in Bahawalpur, Pakistan. Twenty-five close-ended questions (MCQs) type questions for pre-test and post-test and the English reading assessment survey (ERAS) questionnaire were used to collect data, and the data were analyzed by using SPSS. The results show that most students spoke about three things: the value of short stories in vocabulary learning, their interest in reading short stories, and their approval of using short stories. The study implies that primary school English teachers should use short stories to increase their students' vocabulary.
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Astudillo Tapia, Byron Teodoro, and Juanita Argudo-Serrano. "The Use of Short Stories to improve English proficiency in Sixth Graders." Runas. Journal of Education and Culture 5, no. 9 (February 25, 2024): e240159. http://dx.doi.org/10.46652/runas.v5i9.159.
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Existing research suggests that short stories are an engaging and immersive experience that actively stimulates foreign language students' imagination and promotes their interest in language acquisition; they can also foster empathy, critical thinking, and creativity, all of which are essential tools for language development. By bringing short stories into the language classroom, a variety of narratives, characters, and cross-cultural experiences might be met. This research examines English as a Foreign Language (EFL) students’ improvement and perceptions of the implementation of short stories into their English classes after a six-week period of exposure to it as a teaching-learning strategy. The findings of the investigation showed a slight difference in students’ language improvement after comparing the pre- and post-test results; however, students’ perceptions of the implementation of short stories could bring insights into the English classrooms to enhance students’ language skills, promoting passion for reading, and encouraging critical thinking.
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Al-Ajmi, Hamad. "THE USE OF THE SHORT STORY ENTRANCE IN LEARNING THE ENGLISH LANGUAGE." Journal of English Language and Literature 09, no. 01 (2022): 23–39. http://dx.doi.org/10.54513/joell.2022.9103.
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The study aimed to research the possibility of using the literary story entrance in learning English for students with English language learning difficulties in Kuwaiti schools, by identifying the concept of the short story, the difference between the short story, the novel and the literary play, the components and elements of the short story, the elements of the short story, characteristics The short story, methods of presenting short stories for learning English, criteria for building a short story for learning English, the benefits and functions of short stories and their role in learning English. The study used the inductive approach to describe a specific thing, which leads to the conclusion of another thing, and access to the results, so the inductive approach depends largely on the teacher's observation of the learner. The results of the study concluded that the teacher’s use of the story entrance in teaching English has an effective role in improving the language skills of students with learning difficulties in the English language.
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Majid, Nahida Taha, and Nahla Bashar Muhmmad. "The Effect of Using Short Stories on Undergraduate Students' Achievement in English Pronouns." Journal of Tikrit University for Humanities 26, no. 7 (October 5, 2019): 1–29. http://dx.doi.org/10.25130/jtuh.26.7.2019.35.
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The current study majorly aims at :1.identifying some short stories to be used as a technique for teaching English pronouns for undergraduate students.2. finding out the effect of short stories on the achievement of undergraduate students in the various kinds of English pronouns.The aims have been achieved through verifying a number of hypotheses. A sample of one hundred 3td year students has been chosen from the Department of English at the College of Education for Humanities of Kirkuk University. The sample is divided into two equal groups and subjected to a pre- test. The experimental group is taught English pronouns according to the technique of short stories whereas; the control group is taught the same instructional material according to the traditional method, i. e. without employing the technique of short stories.An achievement test has been constructed, validated, its reliability obtained, its items analyzed and then applied to the two involved groups of students at the end of the instruction period. The required data are collected and analyzed statistically. Results show that the technique of short stories is an effective in teaching English pronouns to college students. Finally, the study ends up with a number of conclusions and recommendations.
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Yakub, Sudirman, and Ali Satri Efendi. "Encouraging Creativity: Reading and Writing Short Stories." JOLADU: Journal of Language Education 1, no. 1 (August 16, 2022): 7–12. http://dx.doi.org/10.58738/joladu.v1i1.13.
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This article focuses on the use of short stories in the process of learning English for grade 6 students at Al Fath School Indonesia, especially in imrpoving reading and writing skill. Every year, Al Fath students take special training in writing short stories. They study plot structure diagrams and compare them with the short stories they read, then they write their own short stories. The results of the short stories that the children wrote were then analyzed and collected into an anthology book with ISBN. This article is expected to provide an overview and example for schools to encourage students' creativity in reading and writing activities
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Manirakiza, Evariste, Spéciose N. Ndimurugero, Gloriose Mugirase, and Innocent Hakizimana. "Students’ Perceptions of their Improvement in English Language Skills through Short Stories: A Case of the College of Business and Economics, University of Rwanda." African Journal of Empirical Research 5, no. 3 (July 24, 2024): 336–47. http://dx.doi.org/10.51867/ajernet.5.3.31.
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Using short stories has proven effective in second language learning and teaching. This study investigated the students’ perceptions of the use of short stories and their English proficiency. It was intended to identify the students’ benefits from using short stories and the challenges they encountered, as well as solutions to address them. The study targeted 1050 first-year students at the University of Rwanda, College of Business and Economics. The sample size was 222 students from the departments of Business and Information Technology (BIT) and Applied Statistics. This study was supported by the constructivism theory. The study adopted a descriptive approach, and data were collected through a questionnaire and focus group interviews. The questionnaire yielded quantitative data, whereas the focus group interviews generated qualitative data. Findings revealed that using short stories enabled students to develop the English language's four macro-skills, namely listening (94.6%), speaking (95.5%), reading (98.2%), and writing (95.9%). The findings also disclosed that short stories helped to increase students’ vocabulary (98.2%). However, the findings indicated that students had difficulties grasping conveyed messages because of limited vocabulary, spelling difficulties, and little knowledge of English tenses, and that they lacked confidence to present their stories in front of colleagues. They could overcome these challenges, though, by looking up the meanings of new words and scaffolding each other’s learning. The study concluded that short stories might be useful language materials and recommended them as adequate materials to mediate second language learning.
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Anjariah, Ihsani Diah, Anni Holila Pulungan, and Rahmad Husein. "DERIVATIONAL AND INFLECTIONAL MORPHEMES IN ENGLISH AND JAVANESE." LINGUISTIK TERAPAN 19, no. 2 (September 9, 2022): 96. http://dx.doi.org/10.24114/lt.v19i2.38409.
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ABSTRACT This study is about the realization of derivational and inflectional morphemes in English and Javanese. The objectives of this study are to investigate the kinds of derivational and inflectional in English and Javanese short stories, how the English and Javanese words formed by derivational and inflectional, and to explain the realization of derivational and inflectional morphemes in English and Javanese. This study is designed in descriptive-qualitative research. The source of data is English and Javanese short stories namely 1) Oedipus Rex and Sangkuriang, 2) Beauty and the beast and Lutung Kasarung. The data of the study is the words of English and Javanese. The findings of the study showed that the word formation formed by derivational morpheme in English short stories were begun from Oedipus rex consisted of 11 noun formation, 1 verb formation, 2 adjective formation and 8 adverb formation. While, beauty and the beast consisted of 16 noun formation, 2 verb formation, 9 adjective formation, and 14 adverb formation. The total of derivational process in Oedipus Rex and beauty and the beast was 63 words (52%). The word formation formed by derivational morpheme in Javanese short stories were begun from Sangkuriang consisted of 17 noun formation, 16 verb formation, and 1 adverb formation. While, Lutung Kasarung had 3 noun formation, 16 verb formation, 1 adjective formation, and 4 adverb formation. The total of derivational process in sangkuriang and Lutung Kasarung was 58 words (48%). The word formation formed by inflectional morpheme in English short stories were begun from Oedipus Rex had 1 noun formation, 27 verb formation, and 2 adjective formation. While, Beauty and the Beast had 12 noun formation, 36 verb formation, and 14 adjective formation. The total was 92 words (100%). Javanese did not have inflectional process.
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Siyabi, Munira Said Al. "Integrating True Short Stories into English Classes: The Case of Foundation Students in Oman." English Language Teaching 10, no. 3 (February 20, 2017): 164. http://dx.doi.org/10.5539/elt.v10n3p164.
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Searching for practical ways to improve students’ English language skills is a real concern for all English teachers. There is a consensus among ELT practitioners regarding the significance of reading for learning new languages, since reading gives depth to language learning (Stern, 2001). Thus, teachers are obligated to provide their students with interesting and suitable texts to read. Real stories are by far more interesting and involving than scientific and historical texts. The present study aimed to investigate students’ perceptions of reading true short stories and its benefits. The study data were collected through a survey and participant observation of 19 level D students in Oman. The study findings indicated that using stories during English class was an interesting experience and had good potential as a tool to improve English language skills. The meaningful context created by the true short stories made it much easier for the teacher to conduct and run the class.
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Khan, Ubaidullah, Tahira Malik, and Shamim Ara Shams. "Pakistani Advanced EFL Learners' Perceptions of Role of Pakistani English Short Stories in Increasing Motivation and Interest in Reading Classroom." Global Language Review VI, no. II (June 30, 2021): 263–75. http://dx.doi.org/10.31703/glr.2021(vi-ii).28.
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This research was conducted to study the effectiveness of Pakistani English short stories to increase the level of interest and motivation of the students in reading class. The first part of this study was experimental research that found the positive effect of indigenous English literature on students' interest and motivation in reading classrooms. This second part is based on the students’ perceptions about using Pakistani short stories in the reading classroom. The advanced EFL students constituted the population of this study. The study revealed that the students found the reading lessons based on Pakistani English short stories much more effective as compared to the ones based on foreign literature as the former was easy to understand and relate to, and increased the students' motivation level. The study recommends including indigenously produced English literature in the Pakistani curriculum.
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Abbasi, Irum. "The Influence of Technology on English Language and Literature." English Language Teaching 13, no. 7 (June 9, 2020): 1. http://dx.doi.org/10.5539/elt.v13n7p1.
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In the current global scenario, the Internet is increasingly becoming a central informational medium that is transforming the way we learn, teach, and communicate. Social media offers a public platform that allows an exchange of thoughts and ideas through posts, tweets, and comments, albeit with word or character count restrictions. Evidently, creativity cannot be curtailed through content length restrictions. The emergence of a new genre of short-stories called short-short stories and the birth of a new English dialect called Text-speak prove that every cloud indeed has a silver lining. The popularity of social media exchanges signify that technology users have accepted quick social media interactions as a new way of life and have also adjusted their writing to match the content restrictions. Educators and parents are concerned that the attitudes and habits of tech-savvy generation are muddying Standard English as Text-speak is infiltrating students assignments blurring the distinction between formal and informal writing. The phenomenal popularity of short stories that can fit in a tweet or text is an example of how adversity can be turned into an opportunity. Literary purists, however, are concerned that digital literature is shrinking and short-stories are severing their characteristic elements to comply with the restrictions. This paper delineates the impact of technology on daily English writing and literature.
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Thapaliya, Mukti Prakash. "Teaching Short Story through Critical Thinking (CT) Strategies." Journal of NELTA 17, no. 1-2 (May 21, 2013): 93–103. http://dx.doi.org/10.3126/nelta.v17i1-2.8101.
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This paper is an attempt to reveal the effectiveness of Critical Thinking (CT) strategies in teaching English literature in general and short stories in particular. Critiquing against the conventional teacher dominated practices in English Language Teaching (ELT) in Nepal, this also offers a set of critical thinking strategies in order to make it more participatory and effective. This heavily draws on my experience of exploiting those techniques while teaching short stories in EFL/ESL classroom in Nepal. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 93-103 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8101
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Zavarynska, Mariia, and Oksana Babelyuk. "Unusually Combined Lexemes as Means of Creating Uncertainty in English Postmodern Short-Short Stories." Postmodern Openings 13, no. 4 (November 29, 2022): 346–60. http://dx.doi.org/10.18662/po/13.4/521.
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The issue of words combinations draws attention of linguists starting from the second half of the XX c. until the present day. This study is focused on the research of semantic mechanisms of unusually combined lexemes and unexpected collocations in English postmodern short-short stories. Reconsideration of the literary past and ironic view on traditional poetic canons are reflected in postmodern literary texts due to the principles of postmodern poetics. Being distinctive feature of postmodern literature in general, uncertainty creates multiplicity of meanings of entire literary text, as well as separate unexpected collocations, by means of unusually combined lexemes. The aim of the study is to elaborate the phenomenon of valence violation, created by unusually combined lexemes and unexpected collocations in English postmodern short-short stories. To achieve this goal, it is necessary to define the notion of valence and lexeme compatibility, to identify types of valence violation in lexemes combinations, and to provide their possible interpretation. Functioning in English postmodern short-short stories such language units widen boundaries of their usage and their combinatorial profile. Unusually combined lexemes focus the reader’s attention and provoke a cognitive mechanism of continuous searching for a hidden meaning of unexpected collocations and the general message of a literary text. In this research unusually combined lexemes are regarded as special markers of postmodern short-short story genre for which violation of text structure, violation of usual relations between lexemes in logic, semantic and syntactic aspects are quite common.
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Kanina, Ilham, and BRIGUI Hind. "Investigating the Impact of Short Story Use on Students’ Speaking Skill Development: A Case Study of Idriss I High School." Journal of English Language Teaching and Applied Linguistics 6, no. 1 (January 18, 2024): 50–54. http://dx.doi.org/10.32996/jeltal.2024.6.1.6.
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This study focuses on the use of short stories to enhance Moroccan public high school students’ speaking skills. Its objective is to investigate the impact of utilizing short stories to teach English in fostering learners’ speaking abilities. In order to attain this objective, we conducted an experiment in which we used a pretest-posttest design on 40 high school students who were divided into two groups. The selection of the first group (Group1), composed of 20 students, and the selection of the second group (Group2) composed of 20 students. The first group taught speaking utilizing short stories, whilst the second group taught speaking using the traditional way of their English classes. The study lasted 3 weeks and included two sessions per week from March to April 2023. The results of the study showed that the use of short stories had a very important impact on the enhancement of the student's speaking ability. As a result, the employment of short stories in teaching speaking was praised for helping students develop their communication performance.
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J, Syilvia Wenny. "TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SHORT STORIES: WHY AND HOW." Journal Of Language Education and Development (JLed) 3, no. 1 (August 11, 2021): 365–71. http://dx.doi.org/10.52060/jled.v3i1.552.
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Teaching English to young learners is not the same as teaching adults. Children are very active and imaginative but they tend to have short attention span. Teacher should create learning environment as interesting as possible to keep their spirit high during teaching and learning process. In line with this, short stories can be a bridge to facilitate them to learn English. Teacher can explore them to make English learning more interesting and effective. This media helps students to concentrate and engage more enthusiastically in learning English. This paper aims to investigate the value of using short stories and how it is applied in young learners’ classroom. It is hoped that this study is helpful for English teachers of young learners to gain more knowledge on how to create interesting learning environment for a successful learning process.
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Al-Alami, Suhair. "Fiction From a Critical Perspective." Theory and Practice in Language Studies 11, no. 9 (September 1, 2021): 990–97. http://dx.doi.org/10.17507/tpls.1109.03.
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With English as a lingua franca in mind, it has become essential for undergraduate students to acquire the English language. Additionally, undergraduate students are expected to acquire a repertoire of critical thinking skills for lifelong learning. Inspired by the need to augment mastery of English as a foreign language (EFL) whilst at the same time enhancing critical thinking on the part of EFL learners, the research study this paper portrays was conducted for one academic semester involving a number of students at the institution where the author of this paper works. The research aimed to investigate whether using English novels; novellas; and short stories for teaching purposes would have any significant impacts on subjects’ attitudes towards using literary texts for enhancement of both critical thinking and EFL skills. To achieve the intended aim, the researcher used eight English short stories and one novella in class besides assigning one English novel as extensive reading, while teaching the course Communication Skills during the implementation stage. The researcher also administered a pre-post questionnaire with the aim of measuring subjects’ attitudes towards utilizing novels; novellas; and short stories as a means for fostering both critical thinking and EFL skills. Based on the statistical tests, there were significant differences in favor of the post questionnaire regarding the majority of the questionnaire’s items. Based on this study, it can be concluded that English novels; novellas; and short stories have a significant role to play in relation to developing critical thinking and EFL skills.
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Dr. O. P. Arora. "Aju Mukhopadhyay’s Short Stories: A Multicoloured World." Creative Launcher 5, no. 2 (June 30, 2020): 43–47. http://dx.doi.org/10.53032/tcl.2020.5.2.04.
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Aju Mukhopadhyay is one of the brightest stars in the firmament of contemporary Indian English Literature. He is a magnificent literary artist, in fact a versatile genius. As a visionary poet he has enraptured the hearts and minds of millions of poetry lovers, both in India and abroad. He is a profound critic, and his insightful critical studies are highly valued in the literary world. His essays on various subjects have made a mark in every field. He is a great storyteller too, both in English and Bangla, and the range of his short stories has baffled the fiction lovers. Like his previous volumes of short stories, the present collection too offers a large variety of subjects and feeds the craving of every set of readers. Aju’s world is so vast that you cross the national boundaries many times to peep into a new world. You open the window to a new story and step into a different world altogether. “In the Company of William, Samuel and Dorothy”, Aju takes us to the Lake District of England to enjoy the company of the great Romantic poets, William Wordsworth, S. T. Coleridge and Dorothy Wordsworth. His description is so vivid that you really feel you are watching everything happening before your ‘fleshy eyes’. In the next story “They Came Down from the Roof of the World”, the writer takes you indeed to the roof of the world, Tibet and the Tibetan Cause. Tibet and New York come alive before you and you partake in the stormy scenes, the rebellion, the persecution, the great Dalai Lama escape and the aftermath.
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Helmanto, Fachri, and Arif Hidayat. "REVIEWING BEST SELLER BILINGUAL ENGLISH INDONESIAN SHORT STORIES BASED ON SHORT-STORY PHILOSOPHY." Journal of Language and Literature 11, no. 1 (2023): 100–110. http://dx.doi.org/10.35760/jll.2023.v11i1.8873.
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Most people relate storytelling into an activity with some improvisation to make vivid ideas, emotion and beliefs through story. Storytelling needs a story consisting of theme, characters and plot. Reviewing the philosophy of short-story, it consists single character, single event and single emotion or series of emotion. this study is intended to investigate whether or not the short story in Indonesian is following the short-story philosophy. This study is using content analysis of 15 bilingual English Indonesian best seller short stories. The data are analyzed by applying the philosophy of short story. The data findings are validate using investigator triangulation. The result of this study reveals that best seller of short stories only 6 of 15 books which follow the short story philosophy. It is suggested the rest books should be elaborate more to novel. For further research, as technology rapidly developed and the story has to give more emotion to readers. The storytellers or researcher is recommended to develop story scaping as a new structure of short story.
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Poonsri, Ranwarat, and Ramita Tuayrakdee. "Southeast Asian Literature in English: Gender and Political Issues in Laotian, Burmese and Vietnamese Short Stories." J-Lalite: Journal of English Studies 3, no. 1 (June 30, 2022): 28. http://dx.doi.org/10.20884/1.jes.2022.3.1.5708.
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In teaching Southeast Asian literature in English in Thailand, a lecturer presented a brief historical background of each country. After lecturing on each country’s literature background, the students were assigned to write the reflection essays on short stories studied in class. Then, a lecturer summarized the issues discussed in class and from students’ reflection essays. This article is resulted from the case study of teaching modern Southeast Asian Literary Works in English at IAC international studies ASEAN-CHINA program, Faculty of Liberal Arts, Thammasat university, Thailand. A lecturer and students discovered gender and political issues in Laotian, Burmese and Vietnamese short stories. Laotian and Vietnamese short stories A Bar at the Edge of Cemetery and The Khaki Coat represent writers’ attitudes towards their communist/socialist government. Laos and Vietnam share social problems such as poverty-famine, economic inequality and class struggle. Additionally, Laotian, Burmese and Vietnamese short stories also portray gender issues such as gender inequality, women’s liberation movements, and the effects of war on women.
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Kaakinen, Johanna K., Egon Werlen, Yvonne Kammerer, Cengiz Acartürk, Xavier Aparicio, Thierry Baccino, Ugo Ballenghein, et al. "IDEST: International Database of Emotional Short Texts." PLOS ONE 17, no. 10 (October 7, 2022): e0274480. http://dx.doi.org/10.1371/journal.pone.0274480.
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We introduce a database (IDEST) of 250 short stories rated for valence, arousal, and comprehensibility in two languages. The texts, with a narrative structure telling a story in the first person and controlled for length, were originally written in six different languages (Finnish, French, German, Portuguese, Spanish, and Turkish), and rated for arousal, valence, and comprehensibility in the original language. The stories were translated into English, and the same ratings for the English translations were collected via an internet survey tool (N = 573). In addition to the rating data, we also report readability indexes for the original and English texts. The texts have been categorized into different story types based on their emotional arc. The texts score high on comprehensibility and represent a wide range of emotional valence and arousal levels. The comparative analysis of the ratings of the original texts and English translations showed that valence ratings were very similar across languages, whereas correlations between the two pairs of language versions for arousal and comprehensibility were modest. Comprehensibility ratings correlated with only some of the readability indexes. The database is published in osf.io/9tga3, and it is freely available for academic research.
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Azizul Hoque, Muhammad, Md Maksud Ali, Fariza Puteh-Behak, and Hazleena Baharun. "Lexical borrowings from the English language into Bangla short stories." Journal of Language and Linguistic Studies 17, no. 1 (March 30, 2021): 158–72. http://dx.doi.org/10.52462/jlls.9.
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Yadav, Praveen Kumar. "Poems and Short Stories: Authentic Resources for English Language Learning." Journal of NELTA 19, no. 1-2 (February 10, 2015): 169–71. http://dx.doi.org/10.3126/nelta.v19i1-2.12090.
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Maley, A., Mukundan J. & Widodo H. P. (2014). Poems and Short Stories: Authentic Resources for English Language Learning: LINCOM GmbH.DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12090 Journal of NELTA, Vol 19 No. 1-2, December 2014: 169-171
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Fares, Gustavo, Eliana Cazaubón Hermann, and Sally Webb Thornton. "English Translations of Short Stories by Contemporary Argentine Women Writers." Chasqui 34, no. 1 (2005): 189. http://dx.doi.org/10.2307/29741943.
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Dwivedi, Amitabh Vikram. "A Study of Ellipsis in English and Hindi Short Stories." Linguistics and Literature Studies 3, no. 6 (November 2015): 296–99. http://dx.doi.org/10.13189/lls.2015.030607.
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Choi, Sunryoung. "Reading English Short Stories in Liberal Arts Classes: An Example." Korean Society of Culture and Convergence 44, no. 9 (September 30, 2022): 305–14. http://dx.doi.org/10.33645/cnc.2022.9.44.9.305.
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This thesis aims to find a desirable direction for liberal arts classes by taking one of my liberal arts classes, Western Classics in Modern Age as an example and analyzing the main topics and discussions held in the class. Students were supposed to read 8 English short stories during a semester in the general liberal arts course of 2 credits, and all of the students majored in natural science or engineering. Among the 8 stories, this thesis exclusively pays attention to D. H. Lawrence's short story, “The Rocking-Horse Winner”. Students’ preference for this story stems from their interest in the issues of 'luck' and 'money' which are the central themes of “The Rocking-Horse Winner.” However, this story includes an acute criticism of the negativity of capitalist civilization and culture that make the desire for more money insatiable. Moreover, the process where a mother without maternal love drives her child to death is impressively devastating. “The Rocking-Horse Winner” was a good example that met the goal of this class in that it urged students to think of critical problems of ourselves and our times as well.
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Ahmed, Saif Saadoon. "Translation Challenges in Rendering English Selected Short Stories into Arabic." JOURNAL OF LANGUAGE STUDIES 8, no. 3 (March 31, 2024): 348–61. http://dx.doi.org/10.25130/lang.8.3.20.
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Translating short stories presents unique challenges and complexities that demand careful examination and analysis. This study explores the intricacies of translating this literary form by examining the strategies employed by translators to overcome obstacles. This study focuses on the short story "Cat in the Rain" by Ernest Hemingway and three Arabic translations, analyzing the approaches employed by translators. By investigating techniques such as domestication, adaptation, and literal translation, this study identifies the strengths and limitations of each approach and provides insights into how translators tackle the unique challenges of short story translation. The study found that the different Arabic translations used different translation strategies. These strategies include word-for-word translation, literal translation, faithful translation, semantic translation, adaptation translation, free translation, and idiomatic translation.
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Kottacheruvu, Nagendra. "Developing Writing Skills through English Short Stories: A Case Study in the Classroom." International Journal of Language and Literary Studies 5, no. 1 (April 3, 2023): 287–99. http://dx.doi.org/10.36892/ijlls.v5i1.1243.
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This study seeks to determine the efficacy and utility of teaching writing skills through short stories to third-semester postgraduate students whose native language and language of instruction is Urdu at Maulana Azad National Urdu University in Hyderabad, India. This article investigates primarily the extent to which selected English short stories are useful and effective for teaching English writing skills. Due to their Urdu-influenced origins, it is a fact that the majority of our students struggle to speak and write in English. Due to their socio-cultural, fiscal, and pedagogical circumstances, as well as the way they are taught, they rarely interact with the target language. They are always hesitant to speak and write in the target language due to fear, hesitancy, and lack of experience, despite their passion for learning English. Mastering writing is regarded as one of the most transferable skills because it requires an extensive vocabulary and correct grammar. In addition, it requires constant effort, practise, reading, and exposure to language use. Students from both Madarasa and Urdu backgrounds with little exposure and practise find mastering writing to be the most challenging endeavour. The findings of this study indicate that reading English short stories improves writing skills.
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Lilley, Kevin D., Jory P. Ross, Marie Bissell, and Cynthia G. Clopper. "Stories and words online regional dialect corpus collection." Journal of the Acoustical Society of America 155, no. 3_Supplement (March 1, 2024): A168. http://dx.doi.org/10.1121/10.0027189.
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Online data collection allows for access to diverse populations. In the current study, we used online recruitment and data collection methods to obtain a corpus of read short stories, real English words, and nonwords from adult talkers representing three authentic regional dialects of American English and one novel accent. The authentic dialects are New England, Northern, and Southern American English and are each represented by 8–10 talkers, ranging in age from 22 to 75 years old. The novel accent was produced by five Spanish-English bilinguals with training in linguistics, who were asked to produce Spanish /o/ in an otherwise English segmental context. The four target varieties each contain one vowel pair of interest, in which the vowels within the pair are relatively more ambiguous than in the other varieties. Each talker produced one familiar short story (e.g., Goldilocks and the Three Bears) with 40 tokens of each vowel within the target pair for their dialect, as well as a set of real words and nonwords that represent both the target vowel pair for their dialect and the other three vowel pairs for comparison across dialects. All corpus materials are available to the scholarly community.