Ministry of Higher Education

Ghazni University
Literature Faculty
English Department
B.A. Research Project Proposal

The Impact of Short Stories on English Language Learning

Researcher: Shamsullah Shirzai

Father Name Sherullah

Mobile No 0729175275 / 0702170334

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INTRODUCTION
Literary texts are often used to teach language skills in a foreign language context, and teaching
with story content is widely accepted among experts in language education. Literature is
pedagogically effective in involving various language skills such as speaking, reading, and
writing, and it constitutes an invaluable means for language learning. Literature responds to the
interests students have in their culture, and it is a reflection of the soul and temperament of the
people. Literary texts not only reflect social or cultural values but also enable language teachers
to use language in its complex and natural forms. Short stories, as small units of bigger
narratives, can be essential texts in terms of their practical advantages in various aspects of
language education. Written through objective evaluation and analysis of fiction writers, short
stories can be an endless, viable, feasible, and valuable domain to investigate from a linguistic
perspective.
It Is a matter of common experience that when one familiarizes some children or students with
stories, we can see how much they enjoy and engage with them. However, stories are often used
for their ability to keep students’ interest, focus on understanding, and provide children with an
opportunity to express themselves. In addition, they can create the impression that they help
develop specific skills. This paper will concentrate on the affordances of short stories in terms of
their textual and contextual features, the impact of short stories regarding their different themes,
and structural arrangements in both first-language education and second-language teaching and
learning environments, particularly in English. However, why short stories, and what do we
mean by the term ‘literary text’ in general?
Short stories are a powerful educational tool in language learning, offering concise narratives
that engage learners’ imaginations while enhancing their linguistic skills. This proposal aims to
investigate the various ways in which short stories can impact English language acquisition,
focusing on vocabulary development, reading comprehension, writing skills, and cultural
understanding.

Problem Statement
Despite the increasing emphasis on English language education, many EFL students struggle to
achieve practical communicative competence. At the university level, the curriculum often
prioritizes theoretical knowledge, leaving little room for interactive and culturally immersive
methods.

Despite the extensive adoption of literature in EFL classrooms, many Afghanistan university
students graduate with limited communicative competence in English. Traditional teaching
methods often emphasize grammar and vocabulary at the expense of practical language use and
cultural exposure. This imbalance results in graduates who can write or analyze texts but struggle
with fluent and meaningful communication. By exploring the use of short stories in the EFL
classroom, this research aims to address the gap in current teaching practices and provide
actionable insights for educators.

RESEARCH GOALS
1. To evaluate the effectiveness of short stories in improving core English language skills
(reading, writing, listening, and speaking).

2. To assess students’ and teachers’ perceptions of using short stories as a pedagogical tool.

3. To develop recommendations for integrating short stories into EFL curricula to improve
linguistic competence and cultural sensitivity.

4. To identify challenges faced by teachers and students in integrating short stories into the
curriculum and propose actionable solutions.

RESEARCH QUESTIONS
1. . How do short stories enhance learners’ acquisition of English language skills?

2. What role do short stories play in fostering cultural awareness and critical thinking?

3. What are the attitudes of students and teachers towards the use of short stories in the
classroom?

4. 3. What challenges and opportunities arise from incorporating short stories into EFL
education?
LITERATURE REVIEW
Theoretical Framework

Literature has been recognized as a vital tool for language teaching. According to Lazar (1993),
it provides authentic contexts, rich language exposure, and cultural insights. Short stories, as a
concise literary form, are particularly suited to language classrooms due to their brevity,
accessibility, and narrative appeal.

Current Studies

Research by Erkaya (2005) highlights the pedagogical advantages of short stories in improving
reading comprehension and critical thinking skills. Similarly, Murdoch (2002) emphasizes their
role in enhancing vocabulary acquisition and linguistic creativity. However, in the afghani
context, as noted in studies from Ghazni University Centre, there is limited focus on
systematically integrating short stories into EFL curricula.

Gaps in Literature

Existing studies often overlook the practical challenges of implementing short stories in
classrooms with diverse proficiency levels. Furthermore, there is a lack of research on their role
in promoting cultural awareness, especially in multilingual and multicultural societies like
Afghanistan.

MATERIALS AND METHODS

Research Design
A mixed-methods approach will be used to collect and analyze data from both students and
educators.

Participants
50 EFL students from Ghazni University Centre.
5 literature and language teachers with experience in teaching short stories.

Data Collection Tools

1. Questionnaires: To gather quantitative data on students' and teachers’ attitudes.

Data Analysis

Quantitative data will be analyzed using statistical tools, while qualitative data will undergo
thematic analysis to identify patterns and insights.

Conclusion
This research seeks to highlight the pedagogical potential of short stories in EFL classrooms. By
bridging the gap between linguistic proficiency and cultural understanding, it aims to provide
practical recommendations for educators in Afghanistan
and beyond. The findings will contribute to enhancing English language education and
preparing students for global communication.

REFERENCE
1. Lazar, G. (1993). Literature and Language Teaching. Cambridge University Press.

2. Erkaya, O. R. (2005). Benefits of using short stories in the EFL context. Asian EFL Journal, 8,
38-49.

3. Murdoch, G. (2002). Exploiting well-known short stories for language skills development.
IATEFL LCS SIG Newsletter, 23, 9-17.

4. Pederson, E. (1995). Story-telling & the arts of teaching. Forum Journal.