Abstract
Various conceptual and empirical research has revealed that short stories are effective learning tools teachers can use to boost English as a foreign language (EFL) learning performances. However, most EFL teachers are still find using short stories in EFL classrooms challenging. To solve the problem, conducting action research on using short stories in EFL teaching seems to be the best option. This study aims at reviewing action research on using short story use to increase EFL students’ learning achievement. Employing four inclusion and three exclusion criteria, 12 action research articles indexed in Google Scholar and published in 2011-2020 were selected. Data were analyzed using the constant comparative method. The results showed that the use of short stories employing the Before-During-After reading strategy, language-based model, and literature as content model managed to attain the intended outcomes in 2 to 3 cycles. This review is ended by highlighting some research gaps for future action research and future review as well.
Highlights
There is a strong belief that the essence of today’s English as a Foreign Language (EFL) learning and teaching is to facilitate students to master English language skills and components and to empower them to use the target language in socially and culturally proper ways
This review aims at exploring what action research published in 2011-2020 reveals about the use of short stories in EFL classrooms
The results and discussions above showed that the majority of the reviewed studies explored the use of short stories to develop students’ reading comprehension and vocabulary
Summary
There is a strong belief that the essence of today’s English as a Foreign Language (EFL) learning and teaching is to facilitate students to master English language skills and components and to empower them to use the target language in socially and culturally proper ways. This view has recently made literary works play critical roles in EFL classrooms as they are considered as advantageous authentic learning material, facilitate language development, offer cultural enrichment, and boost personal involvement (Collie & Slater, 1991). Literary works are a powerful educational tool as they can create more interesting, enjoyable, and encouraging learning (Ghosn, 2002; Savvidow, 2004), advance critical thinking, and proliferate aesthetic appreciation (Ghosn, 2002; Parkinson & ReidThomas, 2000)
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