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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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Shatskikh, Natalia. "Realization of the category of informativeness in ultra-short English stories." Philology & Human, no. 4 (December 3, 2022): 151–61. http://dx.doi.org/10.14258/filichel(2022)4-10.
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This article describes the peculiarities of the actualization of the category of informativeness in a relatively new genre of online literature – short short / ultra-short English stories. An ultra-short story (microstory) is a text with a limited number of words (from 6 to 1000 words). A micronarrative has a unique feature of hiding or implying a larger story. In other words, most of the information in the ultra-short story is conveyed implicitly. The reader himself has to decode what was not said, to restore the hidden, implicit meaning (subtext). To create a subtext, authors of microprose use different linguistic and stylistic means. The article deals with the use of such means as metaphor, metonymy, allusion, pun, periphrasis, euphemism, abbreviations, aposiopesis, ellipsis, idiomatic expressions, proverbs and sayings, connotative meanings of words etc. Decoding of the nonverbalized content in an ultra-short story often requires a certain amount of time, intellectual effort, specific knowledge, intense mental work of the reader.
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Franchisca, Sherly. "The Use of Short Stories as Materials for Basic Reading Classes for English Language Education Study Program at Universitas Ekasakti." Jurnal Ilmiah Pendidikan Scholastic 5, no. 2 (August 4, 2021): 47–50. http://dx.doi.org/10.36057/jips.v5i2.478.
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Basic reading is conducted to the first semester of English Language Education Study Program at Universitas Ekasakti Padang. There are several text which could be used to in teaching and learning process. One of them are short stories as the proper one for first semester students. By using short stories, the students could enhance their vocabularies and their undertanding in reading text. Besides, there is also moral value that they could get from the text. Throught those, classroom action research about the use of short stories for Basic Reading class were done for the students which the data were taken from tests, observations, interviews and documentation. Sample of the research were consist of 2 (two) classes of the students. as the result, mean score indicate there is an enhancement during the teaching and learning by using short stories. Using short stories in basic reading class is a very good way and also exciting.
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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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Yi, Tin Moe. "Representation of Males and Females in Myanmar Culture through a Selection of Myanmar Literary Works in English." Asian Culture and History 8, no. 2 (May 9, 2016): 32. http://dx.doi.org/10.5539/ach.v8n2p32.
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<p class="1Body">In Myanmar, although men and women have equal rights under the customary law, conservative cultural belief prevents to enjoy these rights between men and women. Therefore men are still superior and women are subordinate in Myanmar society. To reach a better understanding of whether equality exists between men and women in Myanmar society, a particular type of literary work which is reflection of Myanmar culture can be explored. Therefore, Myanmar short stories, written originally in English by Myanmar author Daw Khin Myo Chit and the selection of Myanmar short stories written originally in Myanmar by various kinds of Myanmar authors but translated into English by Myanmar writer Ma Thanegi, are chosen to be investigated. The aim of the present study is to investigate the way in which males and females are represented in Myanmar short stories which reflect Myanmar culture. Gender analysis by Khurshid, Gillani, and Hashmi (2010) is conducted to analyze the data. The quantitative and qualitative methods were used to analyze short stories. It is found that the data found in Daw Khin Myo Chit’s short stories and Ma Thanegi’s translated works were the same. The results showed that there is no significant difference between males and females except occupational roles. It can also be observed that in analyzing Myanmar short stories, although women play the important roles as equal as men in most cases, women are still inferior rather than men according to Myanmar culture and Myanmar tradition.</p>
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Pinoliad, Erlie. "Contextualization in Teaching Short Stories: Students’ Interest and Comprehension." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 1 (February 6, 2021): 31–55. http://dx.doi.org/10.47631/mejress.v2i1.167.
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Purpose: The purpose of this study was to determine the effect of contextualization in teaching Philippine short stories in English to students’ reading comprehension and the relationship between students’ reading interest and their comprehension levels. Approach/Methodology/Design: The study is experimental in design. It employed the Z-test and utilized a structured survey questionnaire in collecting the data. Seventy-two (72) Grade 7 students of Lila National High School in the school year 2018-2019 had the Frustration level of reading comprehension based on the Phil-IRI results conducted before the experimentation took place. Contextualized teaching instruction and learning activities were utilized by the experimental group during the discussion of the three Philippine short stories in English. Findings: The study revealed that (a) both the experimental and control groups had the average interest level towards Philippine short stories in English, (b) in the Phil- IRI comprehension result, both the experimental and control groups’ level of comprehension is in the frustration level in three comprehension test categories namely literal, inferential, and evaluative/critical, (c) in the formative comprehension test results, the experimental group’s comprehension level increased to instructional level where in the literal and inferential test levels, the group is classified under independent level and instructional level in evaluative/critical. On the other hand, the control group’s comprehension level fell under instructional in the literal and inferential test levels and remained frustration under evaluative/critical. Practical Implications: The study has practical implications for literature teachers. The findings will assist the literature teachers especially those who are handling Philippine Literature subjects. In addition, an Action Program is proposed to improve reading comprehension in Lila National High School, Philippines. Originality/value: The study is different from existing researches since it focused on the contextualization in teaching Philippine literary pieces, particularly short stories to increase students’ interest in learning and improve comprehension.
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Rahman, Selina, and Sayma Arju. "Exploiting Short Stories in the EFL Classroom." Stamford Journal of English 4 (January 27, 2013): 124–41. http://dx.doi.org/10.3329/sje.v4i0.13493.
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The purpose of this article is to focus on the effectiveness of using short stories in language instruction. Some instructors may think that teaching EFL is just to focus on linguistic benefits only and eventually their learners will communicate in the target language. On the other hand, instructors who have tried to accumulate literature in the curricula have observed that literary texts add a new dimension to the teaching of EFL. Short stories, for example, come to a great help for learners to learn the four skills-reading, writing, speaking and listening. In addition, with short stories, instructors can motivate learners to learn some literary aspects, cultural awareness and can make them think critically. However, before introducing the short stories instructors should realize the benefits of using this material and design their lessons that can meet the needs of their learners. DOI: http://dx.doi.org/10.3329/sje.v4i0.13493 Stamford Journal of English Vol.4 2008 pp.124-141
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Wu, Fatima, and Zhihua Fang. "Chinese Short Stories of the Twentieth Century: An Anthology in English." World Literature Today 70, no. 3 (1996): 759. http://dx.doi.org/10.2307/40042306.
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Younas, Muhammad, Beenish Pervaiz, Muhammad Irfan Janjua, and Babar Riaz. "Analyzing English Translation of Premchand’s Urdu Short Stories: A Cultural Perspective." Sustainable Business and Society in Emerging Economies 4, no. 2 (June 30, 2022): 377–86. http://dx.doi.org/10.26710/sbsee.v4i2.2356.
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Purpose: The aim of this research is to look at the idea of mistranslation in English translations of Premchand’s Urdu short stories. The source text is Urdu short stories penned by Premchand and the target text is its English translation. Translating the culture of source language is considered to be one of the most challenging tasks faced by translators. The translators confront several challenges to translate the source culture.
Design/Methodology/Approach: The researchers use the model of Newmark in order to analyze the mistranslation from the cultural perspectives. It has always been a heated debate whether the cultural embedded ideas and concepts may be exactly translated into target language or not. Though the translators have been using various strategies in order to translate the culturally specific items both in form of material and expression, they are not fully successful in translating the cultural specific terms and concepts. These culture embedded concepts can be the religious beliefs or social dialogues that are only understandable for the source culture readers.
Findings: The study concludes that mistranslation occurs because of many reasons such as translator’s immature knowledge of the two languages, translator’s intentional use of mistranslation, cultural barriers, language differences on lexical level and ideological differences.
Implications/Originality/Value: The study also reveals that there are many problems in the translation of the cultural items both in material forms and expressions due to translators, incompetence intercultural pragmatics.
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AL-Zubaidy, Baidaa Abbas Ghubin. "Applying the Theory of Grammatical Metaphor to Two English Short Stories." Al-Adab Journal 2, no. 143 (December 15, 2022): 1–10. http://dx.doi.org/10.31973/aj.v2i143.3765.
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This paper identifies and describes the textual densities of ideational metaphors through the application of GM theory (Halliday, 1994) to the textual analysis of two twentieth century English short stories: one American (The Mansion (1910-11), by Henry Jackson van Dyke Jr.), and one British (Home (1951), by William Somerset Maugham). One aim is to get at textually verifiable statistical evidence that attests to the observed dominance of GM nominalization in academic and scientific texts, rather than to fiction (e.g. Halliday and Martin (1993). Another aim is to explore any significant differentiation in GM’s us by the two short- story writers. The research has been carried out by identifying, describing, and statistically analysing the frequencies of ideational GM structures in both fiction texts to get at their comparative textual densities in terms of word-counts. The obtained results have shown that GM structures – though used in both the American and British short stories – are statistically quite infrequent in both texts, accounting for a tiny (0.0064%) of the total text-wording in T1. against (0.0137%) for T2. Such very low rates of frequency (well below the threshold of even 1% of each text volume) corroborates the previously observed dominance of GM nominalization in academic and scientific texts, rather than in fiction. These same low densities of use does not allow drawing significant inference differentials in GM’s use by the two writers.
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AlJazrawi, Dunya A., and Zeena A. AlJazrawi. "The Use of Meta-discourse An Analysis of Interactive and Interactional Markers in English Short Stories as a Type of Literary Genre." International Journal of Applied Linguistics and English Literature 8, no. 3 (May 31, 2019): 66. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.3p.66.
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The present study investigated the frequency and type of metadiscourse markers in short stories as a kind of literary genre and how these markers are used by short story writers to produce persuasive texts. It is a pioneering study, since very few studies in the literature tackled literary genre and no study involved analyzing short stories. The corpus of 88,940 words consisted of 18 short story texts written by the three famous American authors Edgar Allan Poe, Mark Twain and Raymond Carver. To analyze this corpus, Hyland’s (2005) comprehensive model of metadiscourse was used. Results of the study indicated that metadiscourse markers are employed by short story writers to produce coherent texts and to make their stories persuasive. These results agreed with those of previous studies that involved literary texts indicating that metadiscourse markers are used frequently in such texts. The study findings proved that short stories are considered as persuasive texts not only due to non-linguistic factors, such as transportation, but also due to a linguistic one, namely, the use of metadiscourse markers. This finding is the most significant one, since it refutes the opinion that short stories are persuasive texts solely due to transportation and other similar factors.
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Ranaware, Ravindra. "Feministic Analysis of Shauna Singh Baldwin’s selected stories in English Lessons and Other Stories." Feminist Research 4, no. 1 (May 11, 2020): 1–5. http://dx.doi.org/10.21523/gcj2.19010102.
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The present paper aims at exploration of Shauna Singh Baldwin’s specific technique implemented to present women predicament in selected stories from feministic point of view. The feministic point of view has developed out of a movement for equal rights and chances for women society. The present search is based on analytical and interpretative methods. Shauna Singh Baldwin is a writer of short fiction, poetry, novels and essays. Her ‘English Lessons and Other Stories’ explores the predicament of earlier neglected women of Sikh community by putting them in the context of globalization, immigration to West and consumerism at Indian modern society. “Montreal 1962” presents a Sikh wife’s attachment, love, determination, struggles and readiness to do anything for survival in Canada where her husband is threatened to remove his turban and cut his hair short to get the job. “Simran” presents the story of sacrifice of individual desire by a young Sikh girl because of her mother’s fundamentalist attitude. The title of story “English Lessons” presents injustice to an Indian woman who has married to an American, who compels her to become a prostitute and a source of his earnings in the States. The fourth selected story “Jassie” tells us about the timely need of religious tolerance in the file of an Indian immigrant old woman. Being a feminist writer, though Baldwin has never claimed directly to be, she has very skillfully presented the issues of feminism through her own technique of presentation. She has used technique of presenting absence or opposite to highlight it indirectly. Thus, true to her technique, though not explicitly declared, Baldwin is one of the feminist writers who skillfully deals with feminine concerns.
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Malik, Tahira, Ubaidullah Khan, and Shamim Ara Shams. "A Comparative Study of Effectiveness of Pakistani and Foreign Short Stories in Teaching Reading Skills to Pakistani Advanced EFL Students." Global Regional Review IV, no. I (March 30, 2019): 523–36. http://dx.doi.org/10.31703/grr.2019(iv-i).56.
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Reading is a critical language skill that is likely to develop better in nonnative learners if they are provided text related to their own culture rather than the native or foreign culture. This study aimed to explore the influence of Pakistani short stories on the reading comprehension of Pakistani EFL learners of advanced level. A group of students of Advanced Diploma was taught reading skills with the help of three foreign and three Pakistani English short stories. They were administered tests on the basis of respective stories to study the difference in the development of reading comprehension. The result revealed a massive difference as the learners performed markedly better in the exercises based on the Pakistani short stories.
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Scheidt, Déborah. "Mateship and egalitarianism in Henry Lawson’s short stories." Gragoatá 23, no. 45 (April 30, 2018): 153–71. http://dx.doi.org/10.22409/gragoata.v23i45.33569.
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Mateship is an important element of the so-called “Australian Tradition” in literature. It consists of a particular bond between men who travel the rural areas known as “the bush” or “the outback”. This article examines some of Henry Lawson’s mateship stories, with a focus on the different connotations that the term can assume for the author, especially regarding the theme of egalitarianism. It considers how the Bulletin Magazine, which “discovered” Lawson and published many of his stories, had a role in fostering a special model of Australian democracy and a peculiar style for Australian literature. It also reflects on how the dissemination of Lawson’s stories through periodicals in the last decades of the 19th century helped create a feeling of what Benedict Anderson calls “nation-ness”.---Original in English. ---DOI: http://dx.doi.org/10.22409/gragoata.2018n45a1057.
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Al-Sha'r, Awatif Abu. "Extent of Using Fiction Short Stories in Teaching English and their Effect on Primary Stage Students' Communicative Competence." International Journal of Linguistics 9, no. 6 (December 19, 2017): 54. http://dx.doi.org/10.5296/ijl.v9i6.12186.
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This paper attempted to trace the effectiveness of teaching fiction short stories on EFL learners' communicative competence in English at the primary stage at school level. More specifically, this study aimed to determine whether teaching fiction stories has any effect on EFL sixth grade learners' communicative competence or not. It also tried to investigate if language productive skills (speaking and writing) are improved due to discussing the elements of fiction stories orally or in writing. Furthermore, the study tended to identify which elements of fiction stories (character, setting, plot, conflict or theme) the learners focused on more in their communicative sessions as a result of reading fiction stories. The sample of the study consisted of 54 EFL learners at a private school in the primary stage who were already divided into two sections A and B (27 learners in each); and were assigned as control (A) and experimental (B) groups. A pre-post test was administered for both groups to test their communicative competency of oral and written skills. The findings revealed that using discussion sessions and activities about fiction stories has a positive impact on the learners' communicative competence. Participants who attended the communicative sessions performed better on certain elements of fiction stories than those in the control group. It was recommended that teaching fiction stories should be included in the curriculum for all stages at schools.
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Rahmatika, Citra Ayu. "A Content Analysis On the Quality of Short Stories in Short Stories For Children's Published By Children's Book Trust." LUNAR 2, no. 02 (November 5, 2018): 33–46. http://dx.doi.org/10.36526/ln.v2i02.533.
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Reading is one of the language skills. There are four components of the language skills are: listening, speaking, reading, and writing. Reading is one of the important skills in teaching English. In this research, the researcher is interested to discuss about a content analysis on the quality of short stories in short stories for children’s published by children’s book trust. The purpose of this research are to measure the quality of short stories in short stories for children’s published by children’s book trust, and to identify the readability and gender equality of short stories for children’s published by children’s book trust. The design of this research was descriptive qualitative research. To get the data of the research, The researcher used a documentation. The researcher used flesch reading ease formula. The data sources from this research taken from book entitled short stories for children’s published by children’s book trust. In this book consist of 17 titles from 17 authors. Based on the result of the data analysis of documentation, it can be known that all of short story can be read by children from the age 8 – 11 years old. Types of reading level in this short stories are easy and very easy. From the 17 short stories, total number of short stories that tell about men life there were 12. While total number of short stories that tell about women life there were The researcher concluded that the quality of short stories for children’s published by children’s book trust is enough. The readability of short stories in short stories for children’s published by children’s book trust is easily understood by children’s and all short stories are suitable as children’s books. The gender equality in short stories for children’s published by children’s book trust is gender bias. The short stories only focus on one gender. The suggestion are for the readers, the researcher suggest that the readers can selecting to choose short stories which is most suitable to reading. The reader can also apply the result of this study as feedback on their reading activities, improve their knowledge and experience in choosing appropriate book, so that the reader is better in reading skill. For the other researchers, it would be useful for the other researcher to use the result as additional reference for those who want to conduct research. The researcher suggest that the other researchers can add research on the short story
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Dema, Damchu. "Learners’ Preference: A Reason to Use Code-Switching in Teaching and Learning Short Stories in Grade X English." Educational Innovation and Practice 5 (September 9, 2022): 36–60. http://dx.doi.org/10.17102/5.3.eip.2022.
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Code-switching is a phenomenon where there is an alternation between two or more languages or dialects within a sentence in a conversation. It can be used as one of the strategies of teaching short stories in the Bhutanese classrooms. However, in Bhutan, English being the medium of instruction, teachers and students are obliged to communicate only in English in the class. This impedes students reasoning, critical thinking skills and the overall learning process both within the classroom and outside the learning environment. Impacts and factors leading to code-switching in teaching literary texts has been widely explored in other countries. However, very little research has been carried out in Bhutan. Hence, this study explored the factors leading to code-switching in L2 classrooms to teach short stories to grade X students of one of the higher secondary schools in Trongsa dzongkhag. It also attempted at examining the perception and attitudes of English teachers and learners towards code-switching in the teaching and learning of short stories. The study was conducted using mixed methods: integrating structured survey questionnaires and semi-structured interview and the data were analyzed using descriptive analysis. Thus, the researcher found the significant factors such as, difficulty in comprehending the new concepts, new vocabularies and pronunciation and to encourage students’ participation in the class which leads to the use of L1. Further, it also found that both teachers and students have positive attitudes towards the use of code-switching as a technique to teach short stories to grade X students in English as a Second Language classroom but not to use as frequently as they wished to.
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Mostafa, Mahmoud Kamal Ibrahim. "The Effectiveness of Chants and Short Stories on Primary Stage Pupils’ Communication." Children and Teenagers 2, no. 1 (February 16, 2019): 49. http://dx.doi.org/10.22158/ct.v2n1p49.
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<em>The aim of the study is to investigate the effectiveness of using chants and short stories in developing the third primary graders’ English communicative skills in Damietta governmental schools. In order to answer the questions of the study, the researcher adopted the quasi-experimental approach. The sample of the study consisted of 50 pupils from Dr Ahmed Zwail primary school in New Damietta city. The chants/songs and short stories were used with the study group in the second term of the academic school year (2014-2015). An oral communication test of six questions with 30 items was designed to be used as a pre-post test. The study indicated that there are statistically significant differences in mean scores of communicative skills test in favor of the post application. It also showed that there were statistically significant differences in mean scores of each of the communication skills in favor of the post application. In light of these results, the study recommended the necessity of using children chants/songs and short stories in teaching and learning. It also suggested that further researches should be conducted on the effect of songs and stories on the four skills of English language.</em>