INTRODUCTION
Background to the study
Haiphong Foreign Language Centre stands out as one of the largest and most reputable language institutions in Haiphong, boasting a team of highly qualified and passionate educators The centre employs a total of 68 English teachers, comprising 15 male and 53 female instructors, dedicated to providing quality language education.
Haiphong Foreign Language Centre employs 24 full-time and 44 part-time teachers, primarily graduates from esteemed institutions like Vietnam University of Languages and International Studies, Vietnam National University, Hanoi University, Haiphong University, and Haiphong Private University Approximately half of the teaching staff has less than five years of experience, demonstrating a strong eagerness to explore and implement innovative teaching methods in their practice.
Each month, the center hosts a professional meeting where teachers gather to discuss challenges and share innovative ideas They are enthusiastic about implementing new teaching initiatives and are open to embracing fresh concepts.
At Haiphong Foreign Language Centre, students can enroll in classes across three levels: Elementary, Pre-intermediate, and Intermediate, with each level offering two courses lasting three to five months The primary textbooks utilized are "Streamlines English – Departures, Connections, and Destinations" by Bernard Hartley and Peter Viney, published in 1982 To enhance listening and speaking skills, the centre has recently incorporated "Headway" and "Lifelines" textbooks, along with supplementary materials such as "Facts and Figures."
„Cause and Effect‟, „Let‟s talk‟, „Listen carefully‟, are also used by the teachers
At Haiphong Foreign Language Centre, students of various ages and backgrounds, including university students, schoolchildren, and in-service learners, pursue English for diverse reasons, primarily for academic and professional advancement While some learners engage in English for enjoyment, this is less common The majority are dedicated and actively participate in their studies, with younger students typically demonstrating rapid progress However, older learners, particularly those aged 40 to 50 and above, often face challenges in their language acquisition due to factors such as work commitments and family responsibilities, as well as varying levels of ability.
Many learners arrive at the center aiming to master English, prioritizing the essential skills of listening and speaking These skills are crucial for achieving academic and professional goals, as they enable university and college students to excel in oral examinations Additionally, effective listening and speaking abilities are vital for professionals working with international partners, facilitating successful negotiations and attracting foreign investment.
Recognizing the significance of enhancing students' speaking and listening skills, the writer frequently contemplates effective methods to achieve this goal and seeks supplementary materials to foster student engagement in these lessons The inspiration to utilize short stories as a resource emerged while reading Nguyen Thi Ngoc Tu's M.A thesis, "A Study on Using Short Stories to Improve the Efficiency of Teaching English to First-Year Students at Vietnam Maritime University" (2005).
Inspired by Nguyen's success, the writer embarked on a study aimed at enhancing speaking and listening skills through the use of short stories for students at the Haiphong Foreign Language Centre.
Aims of the study
- Investigating the students‟ attitude towards the use of short stories in language learning
- Finding out how short stories improve the efficiency of teaching speaking and listening skills to students at Haiphong Foreign Language Centre
- Giving some suggestions on using short stories in the speaking and listening lessons.
Scope of the study
This minor thesis explores the impact of short stories on enhancing the teaching of speaking and listening skills, emphasizing the importance of speaking while recognizing listening as a complementary skill The research focuses on short stories, typically two to three pages in length, featuring simple content across diverse topics such as love, friendship, and school, tailored to student preferences.
Research questions
This paper is carried out in order to answer the following questions
Question 1: What are the attitudes of students at Haiphong Foreign Language Centre towards the use of short stories in language teaching?
Question 2: Can applying short stories help improve the efficiency of teaching speaking and listening skills at Haiphong Foreign Language Centre?
Methods of the study
This paper employs a quantitative method to analyze data collected from intermediate students at Haiphong Foreign Language Centre Utilizing survey questionnaires, the research gathers essential data and evidence, which is then analyzed quantitatively to draw meaningful conclusions.
Two questionnaires have been developed for students, with the first containing five questions designed to assess their preferences for different types of short stories and their attitudes towards incorporating short stories into foreign language learning.
The second questionnaire includes 5 questions, which aim at investigating the effects of short stories in teaching listening and speaking skills.
Design of the study
This paper is organized into three parts Each part deals with an important aspect of the study
Part 1 presents overview introduction of the study that includes the background of the study, the aims, the scope, the research questions and the method as well as the design of the study
Part 2 consists of four chapters
Chapter 1 reviews some theoretical issues relevant to the study in two main parts: Speaking and listening in foreign language learning and Literature in language teaching
Chapter 2 gives a profile of the subjects of the study as well as description of data collection instruments and research procedures
Chapter 3 presents the data analysis and findings
Chapter 4 discusses some suggested techniques for using short stories in teaching speaking and listening skills
Part 3 points out the limitations of the study and gives conclusion to the study.
DEVELOPMENT
This chapter reviews the theoretical foundations relevant to the study, emphasizing theories of speaking and listening in foreign language education, as well as the role of literature, particularly short stories, in language instruction.
1.1 Speaking and Listening in foreign language teaching
1.1.1 Speaking skill in foreign language teaching
Language is analyzed and taught through various skill areas, reflecting how we acquire our first language Initially, children learn to communicate by speaking and listening, followed by the development of reading and writing skills once they enter school As they advance, these skills often become integrated, working together in everyday interactions In conversations, one person speaks while another listens, leading to a responsive exchange When considering daily communication, most individuals engage in speaking far more than writing, highlighting the prevalence of verbal interactions in our lives.
In an academic environment, students engage in multiple activities such as listening, note-taking, and reading handouts, while teachers prepare and deliver lesson plans Effective communication is essential for demonstrating understanding, highlighting the importance of speaking As Lawtie (2004) stated, "Speaking is fundamental to human communication" (cited in Nguyen Thi Le Thuy, 2008), emphasizing that verbal expression is key to learning and interaction in educational settings.
According to Florez (1999), speaking is an interactive process that involves both producing and receiving information, highlighting its spontaneous and evolving nature This definition underscores the dynamic aspect of communication, as discussed in Le Van Canh's lecture (2009).
According to Martin (1987), speaking is the most frequently assessed skill, and learners must develop confidence in their speaking abilities This skill serves as a crucial means of social connection, professional growth, and business communication Additionally, speaking plays a significant role in the language acquisition process (Nguyen Thi Le Thuy, 2008).
LITERATURE REVIEW
Speaking and Listening in foreign language learning
1.1.1 Speaking skill in foreign language teaching
Language acquisition is divided into distinct skill areas for analysis and instruction, reflecting the process of learning a first language Initially, children practice language through speaking and listening, and as they enter school, they develop reading and writing skills Over time, these skills become integrated, working in harmony during conversations where one person speaks while the other listens and responds In daily life, individuals typically engage in more spoken communication than written, highlighting the prevalence of verbal interactions over written ones.
In an academic environment, students engage in multiple activities such as listening, note-taking, and reading handouts, while teachers prepare lesson plans and communicate with their students Effective communication is essential for demonstrating understanding, as highlighted by Lawtie (2004), who stated, “Speaking is fundamental to human communication” (cited in Nguyen Thi Le Thuy, 2008).
According to Florez (1999), speaking is defined as an interactive process that involves constructing meaning through the production, reception, and processing of information This process is typically spontaneous, open-ended, and continuously evolving (cited in Le Van Canh’s lecture, 2009).
According to Martin (1987), speaking is the most commonly assessed skill, and learners must develop confidence in their speaking abilities This skill serves as a crucial means of fostering social connections, determining social status, and facilitating career growth Additionally, speaking is an essential medium for language acquisition (Nguyen Thi Le Thuy, 2008).
Speaking a second or foreign language is often considered the most challenging skill, as learners must articulate their thoughts using the vocabulary and syntax of the target language (Bailey & Savage, 1993) Many view speaking as the essential skill, with proficiency in a language often equated to the ability to speak it Consequently, most foreign language learners prioritize developing their speaking skills, motivated by the desire to communicate effectively and fluently in real-time interactions.
Many people equate being able to speak a language as knowing the language and therefore, view learning the language as learning how to speak, or as Nunan (1991) wrote,
Success in language learning is often defined by the ability to engage in conversation Therefore, it is essential to teach and practice speaking skills in the language classroom, as this approach aligns with students' interests and enhances their motivation.
1.1.2 Listening skill in foreign language teaching
Listening skills are essential for effective communication and serve as the foundation for language learning By actively listening, we enhance our understanding of others and foster meaningful relationships built on trust Although listening requires effort, the profound satisfaction of genuinely connecting with someone is rewarding for both parties involved.
(http://www.creativefreelancerblog.com/2008/06/better-speaking.html)
Nunan and Miller (1995) highlight that listening skills are becoming increasingly important in foreign language education, which has traditionally prioritized writing skills.
(http://www.creativefreelancerblog.com/2008/06/better-speaking.html) The importance of listening in second and foreign language learning is admirably summarized in Rost‟s publication (1994, cited in Nunan and Miller, 1995)
- Listening is vital in the language classroom because it provides comprehensible input for the learner Without understanding input at the right level, any learning simply cannot begin
- Spoken language provides a means of interaction for the learner Because learners must interact to achieve understanding, access to speakers of the language is essential
Moreover, learners‟ failure to understand the language they hear is an impetus, not an obstacle, to interaction and learning
- Listening exercises helps learners draw their attention to new forms (vocabulary, grammar, interaction patterns
- Listening comprehension provides the right conditions for language acquisition and development of other language skills (Krashen, 1995, cited in Le Van Canh, 2009)
In short, listening is essential not only as a receptive skill but also to the development of spoken language proficiency.
Literature in language teaching
Theoretically, there are different ways to define literature
Literature, as defined by Moody (1983), encompasses various constructions or artifacts created in language to fulfill a wide array of human communication needs, whether private or public, and in both oral and written forms.
In 1983, it was suggested that literary works are cultural artifacts encompassing various forms such as poetry, drama, prose, tragedy, comedy, farce, folktales, religious myths, short fiction, and novels.
Literature is often defined as imaginative or creative writing that holds significant artistic value According to Rebecca West, "Literature must be an analysis of experience and a synthesis of the findings into a unity." This highlights the essential role of literature in exploring and unifying human experiences.
Literature serves as a disciplined technique for evoking emotions, making it a valuable resource for eliciting strong emotional responses in students Incorporating literary texts in the classroom engages learners as whole individuals and fosters opportunities for them to share their personal opinions and feelings Additionally, these texts play a crucial role in highlighting moral and ethical issues, prompting students to explore these concerns and connect them to the pursuit of a better society.
According to Pulverness (2003), there are four main literary genres They are short story, poetry, novel and drama
Short stories concentrate on a singular dramatic event, often set in a single location and involving a few characters This simplicity in structure is typically paired with clear and direct language, enhancing the overall narrative experience.
Poetry is a unique literary art form that emphasizes the aesthetic and evocative qualities of language, often transcending its literal meaning It can exist as standalone pieces or be integrated with other artistic expressions, such as in poetic drama, hymns, lyrics, or prose poetry.
- Novel is defined as a fictional prose narrative of considerable length, typically having a plot that is unfolded by the actions, speech, and thoughts of the characters
(http://www.thefreedictionary.com/novel)
- Drama is the specific mode of fiction represented in performance
(http://en.wikipedia.org/wiki/Drama)
A short story is a fictional prose work that is shorter than a novel, typically read in one sitting, as noted by Edgar Allan Poe in "The Philosophy of Composition." Contemporary short stories generally range from 1,000 to 20,000 words, concentrating on a single plot, one main character, and a central theme, often featuring a few minor characters to support the narrative.
Or short story can be defined as a “short piece of fiction aiming at unity of characterization, theme and effect
(http://www.homepage.bnvbamberg.de/gk_english/short_story/short_story_definition.htm)
1.2.2 Short stories in language teaching
1.2.2.1 Advantages of short stories in teaching language skills
When discussing the advantages of short stories in teaching language skills, Harper
(1993) states that “short stories are particularly well-suited to current instructional trends in ESL classrooms.” (http://www.newyorker.com/archive/1994/TNY_CARDS_0059)
In Neuhauser‟s point of view (1993), stories are effective as educational tools because they are believable, rememberable and entertaining (cited in Rossister, 2003-
Short stories serve as an excellent tool for introducing students to literature in foreign-language classrooms, as highlighted by Collie and Slater (1991) They provide numerous intermediate and compelling benefits for teachers, enhancing the learning experience.
The concise length of these works allows them to be fully read in just one or two class sessions Even slightly longer pieces can be divided into sections, similar to novels or plays, and can still be completed within a few lessons.
For foreign readers, shorter texts are less intimidating and easier to engage with independently, making them ideal for home assignments This approach allows students to experience a sense of accomplishment more quickly as they complete entire works in a shorter time frame.
Short stories provide a wider variety of content compared to longer texts, allowing teachers to select diverse narratives that cater to the unique tastes and interests of each student This increased selection enhances the likelihood of engaging every individual effectively.
- Short stories are especially valuable for sessional courses or the like; or for teachers with shifting classes or continuous-intake adult classes
Rocha (2005) also gives out some typical advantages of short stories as follow
- Reinforcing the skills: short stories allow instructors to teach the four skills to all levels of language proficiency Murdoch (2002 – cited in Rocha, 2005) indicates that
“short stories can, if selected and exploited appropriately, provide quality text content which will greatly enhance ELT courses for learners at intermediate level of proficiency.”
Stories play a crucial role in enhancing English Language Teaching (ELT) by enabling instructors to design engaging activities like writing and acting out dialogues According to Oster (1989, as cited in Rocha, 2005), literature significantly boosts students' creative writing abilities Instructors can implement diverse writing tasks, ranging from simple dialogues to more intricate projects, tailored to students' varying levels of language proficiency.
Stories play a crucial role in enhancing students' vocabulary and reading skills A study by Lao and Krashen (2000, as cited in Rocha, 2005) compared two groups of university students in Hong Kong: one group read literary texts while the other focused on non-literary texts The findings revealed that the group engaged with literary texts experienced significant improvements in both vocabulary and reading abilities.
High-intermediate and advanced students benefit from literary texts as they encourage personal insights and imaginative language use Engaging with different perspectives—those of the main characters and peers—enhances creativity and fosters critical thinking, as noted by Oster (1989, cited in Rocha, 2005) Oster emphasizes that exploring various viewpoints in literature broadens students' understanding and promotes critical analysis Consequently, through interaction with texts, students not only interpret what they read but also develop their ability to speak English more creatively.
Short stories effectively motivate students across all language proficiency levels by presenting a clear beginning, middle, and end, prompting them to read until the resolution of the conflict According to Elliott (1990, as cited in Rocha, 2005), literature serves as a motivational tool for advanced students, especially when they can authentically connect with its themes and emotions while appreciating its aesthetic qualities He emphasizes the significance of fostering student responses, both individually and in groups, alongside enhancing their literary competence Vandrick also highlights the motivational benefits of engaging with literature in educational settings.
(1997 – cited in Rocha) lists for using literature with students is that literature motivates students “to explore their feelings through experiencing those of others.” Moreover,
Summary
This chapter explores various methodological perspectives on incorporating short stories into language teaching, particularly in enhancing speaking and listening skills It highlights effective strategies for utilizing short stories in these areas, emphasizing that the success of this approach largely depends on the teachers' implementation and its alignment with specific teaching contexts By effectively integrating short stories, teachers can mitigate potential challenges and foster active student participation in the learning process The insights presented here will serve as a solid theoretical foundation for the integration of short stories in teaching speaking and listening skills at Haiphong Foreign Language Centre, as detailed in the following chapters.
METHODOLOGY
Subjects of the study
The study involves 45 intermediate English learners from two classes at Haiphong Foreign Language Centre, with most participants having completed levels A and B at various institutions Among them, 40 are university and college students, while the remaining participants are employed in companies across Haiphong All learners demonstrate a strong interest in improving their English speaking and listening skills, which are essential for their current and future job prospects.
Data collection instruments
This study utilized questionnaires as the primary data collection instrument, which are recognized as the most prevalent method in survey research According to Johnson (1987), the primary advantage of using questionnaires is their efficiency, as they require significantly less time and expense compared to interviews or observations.
According to Johnson (1987), questionnaires can feature open-ended questions, allowing respondents to express their thoughts in their own words, or closed questions, which require them to choose from a limited set of responses While closed questions, such as multiple-choice formats, are effective for collecting quantitative data and are easier to analyze, open-ended questions are valuable for gathering qualitative insights and identifying new variables in responses.
To gather valuable insights for her research paper, the writer employed two questionnaires directed at students The initial pre-questionnaire aimed to assess learners' attitudes towards the use of short stories in enhancing listening and speaking skills In contrast, the subsequent post-questionnaire was designed to evaluate the students' perceptions of the impact of short stories on their listening and speaking abilities.
The first questionnaire for students consists of five questions
- The first questions aims at finding out whether the students like reading short stories in English or not
- If yes, the next two questions seek for the students‟ preference in the length and topics of short stories
- Question 4 is to find out the problems students face with when they read or listen to a short story
- The last question looks for the reasons why students do not like reading short stories if their answer to question 1 is No
There are five questions in the second questionnaire
- Question 1 gathers information about the activities the students think are most useful for them before they deal with a short story in the class
- Question 2 aims at finding out what students often do when they read or listen to a story
- Question 3 concerns about the activities students like most after they read or listen to a story
- Question 4 collected information about whether the students take part in activities based on short stories and how actively they take part in those activities
- Question 5 seeks information about the benefits the students gain from the lessons where short stories are used.
Procedures
On April 4, 2010, the writer conducted a survey questionnaire with students from two classes to gather insights on their attitudes toward using short stories for developing listening and speaking skills During the session, the writer spent 10 minutes clarifying the five questions and explaining challenging terms, ensuring that students understood the questionnaire fully This approach enabled the students to provide thoughtful answers that accurately reflected their opinions and ideas.
The data gathered from students' responses to the initial questionnaire served as the foundation for selecting short stories and creating lesson plans tailored to their needs and interests.
Over an eight-week period from April 8 to June 3, 2010, the writer incorporated short stories into speaking and listening lessons Following this integration, a second questionnaire was distributed to students on June 8, 2010, to gather their feedback on the impact of short stories on enhancing their listening and speaking skills.
After eight weeks of integrating short stories into speaking and listening lessons, the collected data was analyzed to assess the effectiveness and pinpoint areas for improvement The findings from the questionnaires and data analysis will be discussed in the following chapter.
RESULTS AND DISCUSSION
Results and Discussion
3.1.1 Results from the first questionnaire
The first questionnaire was delivered to find out students‟ attitude toward using short stories in language teaching Information gathered is presented in Figures 1 – 4 and Table 1
Question 1 seeks for the students‟ interest in reading short stories
Figure 1 Students’ enjoyment in reading short stories
According to Figure 1, 36 students showed a preference for reading short stories, while only 9 participants indicated a dislike for them This data suggests that incorporating short stories as supplementary material could enhance students' interest in their lessons.
Question 2 aims at finding out the students‟ preference in terms of the length of a short story The data from question 2 is presented as follow
Half a page A page Some pages
Figure 2 Students’ preference in terms of the length of a short story
According to the survey results depicted in Figure 2, 18 respondents expressed a preference for reading short stories of several pages, likely due to their language proficiency In contrast, only 5 students favored stories consisting of just a few sentences, with the same number showing interest in half-page stories Additionally, 8 students indicated a preference for one-page stories These insights provide a valuable basis for the teacher to choose appropriately sized stories for her students.
Question 3 sought information about the students‟ favourite topics
Love Students' life Family Social issues Others
Figure 3 indicates that the majority of students preferred love stories, with 18 students expressing enjoyment for this genre Additionally, stories about students' lives and family attracted significant interest, with 5 and 9 students respectively Social issues and other themes garnered equal attention, while 2 students showed interest in family topics, and another 2 favored horror and adventure stories.
Based on the information, the stories which can interest the students and therefore motivate them in learning shall be chosen to attain the best effect
Question 4 is used to explore the students‟ difficulties in dealing with a short story
Difficulties students encounter Numbers of students
Table 1 Students’ difficulties in dealing with a short story
Table 1 highlights a significant issue among students: their difficulty in understanding stories Despite their focus on individual words and structures, they struggle to grasp the overall meaning, leading 22 out of 45 students to express that short stories often lack a clear theme Additionally, their mention of encountering too many new words indicates comprehension challenges To address this, teachers can enhance understanding by explaining key vocabulary and structures before introducing a story.
Students often encounter challenges due to varying cultural backgrounds, which can hinder their understanding of stories from the target culture Recognizing the inherent differences among cultures, it is essential for educators to provide explanations of key cultural elements in the narratives prior to reading This approach will enhance students' comprehension and appreciation of the material.
The last question is used to find the reasons why some students do not like reading short stories
Not relevant to the exam
Too long to read Too difficult to understand
Figure 4 Reasons why students do not like reading short stories
Many students expressed a dislike for reading or listening to short stories, with 4 students finding them too long and 3 finding them too difficult to understand This highlights the need for teachers to carefully select suitable stories to engage students effectively in learning activities Interestingly, only 2 students indicated that their disinterest stemmed from the stories' irrelevance to their exams, suggesting that these learners are motivated by broader goals in learning English rather than solely focusing on exam results.
Based on the pre-questionnaire data, a general understanding of students' attitudes toward short stories in language classes was established, revealing that most students expressed a strong interest in this literary form This preliminary information guided the researcher in selecting appropriate stories and teaching methods for her lessons The subsequent section of this chapter will detail the application of short stories in enhancing speaking and listening skills, along with the results of this approach.
3.1.2 Description of the application of short stories in the eight weeks
Based on an analysis of pre-questionnaire data regarding students' attitudes toward using short stories in language teaching, the writer thoughtfully selected and integrated specific stories into her classes.
During an eight-week period from April 8th to June 3rd, 24 one-and-a-half-hour lessons were conducted, focusing on integrating short stories into speaking and listening activities.
In a series of twenty-four lessons, four notable short stories were utilized: "The Birthmark" by Nathaniel Hawthorne, "The Devil and Tom Walker" by Washington Irving, "The Law of Life" by Jack London, and "The Gift of the Magi" by O Henry Each story ranges from three to five pages in length and was sourced from [voaspecialenglish.com](http://voaspecialenglish.com/), which provided valuable audio and transcription resources for enhancing speaking and listening skills in teaching.
After integrating the above stories in language teaching, the writer collected students‟ attitude toward the use of short stories through the post-questionnaire
3.1.3 Results from the second questionnaire
Integrating short stories into the curriculum for teaching speaking and listening skills at Haiphong Foreign Language Centre significantly enhanced lesson effectiveness, as evidenced by positive student feedback.
Questions 1 aims at finding out the activities the students considered most useful before they dealt with a short story in the class
Introduce content of the story
Involve students to discuss the topic relevant to the story
All of the above Nothing
Figure 5 Activities in the pre-stage
In a recent survey, only 6 respondents found the presentation of new words most beneficial, while 3 students valued the introduction to the story's content Additionally, 2 students preferred engaging in discussions related to the topic before reading or listening to the story However, the majority, comprising 34 students, believed that all these activities significantly enhanced their understanding of the story This indicates a strong desire among students to grasp all relevant information to improve their comprehension Notably, none of the students expressed a preference for a passive teaching approach, as they recognized the necessity of background knowledge to fully understand the story.
The aim of question 2 is to investigate the level of students‟ involvement when they read a story
Take notes as much as possible
Write down new words and look up in the dictionary
Figure 6 Students’ activities when reading a short story
In a recent study, it was found that 20 students attempted to take notes while engaging with a short story Only 6 students made an effort to remember the story's content, while 12 actively wrote down new words and looked up their meanings in a dictionary Interestingly, 7 students expressed a disinterest in interacting with the story, viewing short stories primarily as a means of relaxation.
Question 3 sought information about the activities students like to do most after reading or listening to a short story
Role-play Story-telling Discussion Drama All of the above
Figure 7 Activities in the post-stage
A survey revealed that 14 participants expressed a desire to engage in all activities, indicating a strong enjoyment of learning language skills through short stories Additionally, 13 students preferred discussing story-related topics, while 3 showed interest in role-play, 6 in drama, and 5 in storytelling Although most students were eager to participate in lessons, 4 opted out, likely due to fatigue.
Question 4 collected information about the students‟ participation in activities based on short stories and how actively they take part in those activities
Figure 8 Students’ participation in the class activities
According to the statistics presented in Figure 8, a significant majority of students engaged in lessons utilizing short stories Specifically, 22 students reported being very active participants, while 12 indicated they were rather active Additionally, 8 students participated, albeit not very actively, and only 3 respondents admitted to not joining the lessons at all.
Question 5 asks about the benefits the students gain from the lessons using short stories
More confident in expressing ideas
Figure 9 Benefits students gain from the lesson using short stories
Findings
Data analysis from questionnaires reveals that integrating short stories into speaking and listening lessons is effective, as many learners enjoy reading them and have a positive attitude towards their use in the classroom Consequently, this approach significantly motivates students to engage in various class activities, including role-play, storytelling, discussions, and drama, which is a crucial factor contributing to the success of the study.
Many students are drawn to short stories that span a few pages and explore relatable themes such as love, student life, family, and social issues Understanding these preferences is crucial for teachers in selecting engaging stories that effectively motivate their students.
Students often face challenges with vocabulary, grammar, culture, and themes when engaging with short stories To address these difficulties, it is essential for teachers to create effective pre-activities These may include introducing new vocabulary, summarizing the story's content, or facilitating discussions on relevant topics Such preparatory activities can significantly enhance students' comprehension and enjoyment of the story.
The questionnaire identifies the reasons behind students' aversion to reading short stories, enabling teachers to develop strategies that promote story reading among all students.
Summary
This chapter discusses the analysis and findings derived from the data, demonstrating that carefully selected short stories can effectively enhance students' listening and speaking skills The eight-week research implementation provided valuable insights, leading to conclusions and recommendations for integrating short stories into teaching these skills, which will be detailed in the following chapter.
RECOMMENDATIONS
Suggested activities for using short stories
Story-telling with pictures: This activity aims at creating and telling stories cooperatively
- Put students into groups of four people
- Have each student pick one picture from the file
- Have each group choose a scribe to keep notes
- Have the group create a short story using all four pictures, and have the scribe take written notes about the group‟s story (Model this procedure with some unused pictures)
- Have the group choose one or more members to tell their story to the whole class, holding up the pictures for illustration
In a picture-sorting activity, students receive a set of pictures, which they must number and use to determine the plot of a story After organizing the images, they share their version of the story with the class Subsequently, the teacher plays a recording of the original story, allowing the students to compare their interpretations with the authentic narrative.
In the story-retelling activity, the teacher selects two distinct stories that share a common theme or superficial elements These stories are distributed to the class in advance, or students are encouraged to choose their preferred story.
In class, students should pair up with a partner who has a different story to share Each student then narrates their story to their partner After both have finished, the teacher can facilitate a discussion by asking students if they liked the stories and to explain their reasons.
Many students feel compelled to share their thoughts and opinions about a story or its characters after engaging with it, whether through reading or listening This activity encourages them to express their ideas and fosters meaningful discussions about the narrative.
- Select a story and hand it out to the students in advance
- Tell the story to the students (or play the story for them to listen to) so that the students can remember the content of the story
- Allow five minutes reflection time after telling, and then ask students to discuss their interpretations of the story in group of three or four
To maximize the effectiveness of this open and direct exercise, it is essential to select a story that allows for a broad spectrum of interpretations, ensuring that the complexity arises from the narrative itself rather than the language used.
Role-playing engages students by allowing them to embody characters from a story, acting out assigned scenes under the guidance of their teacher This interactive approach encourages creativity, as students can create their own dialogues, enhancing their understanding of the narrative and fostering collaboration.
4.1.2.1 ‘The Gift of the Magi’ by O Henry
This lesson plan is based on the story “The Gift of the Magi” by O Henry
* Warm-up: Teacher leads the students in the topic of the story by asking them questions:
- Do you often give gifts to your family/ your friends?
- On which occasions do you often give gifts to everyone?
- Do you often give cheap or expensive gifts?
Imagine it's a significant day for you and your boyfriend, a time when you both traditionally exchange gifts However, financial constraints are making it challenging for you to afford even a modest present What are your options in this situation?
- Teacher presents the general idea of the story
- Then, give out 6 sentences which are events in the story Ask students to arrange the events in the right order in the story
- Students listen to the story three times to check if their arrangement is correct or not
The teacher hands out the story for students to read New words are explained in a glossary
Some activities in the class:
Divide the class into small groups of four or five students and have each group retell the story sequentially, with each member contributing one part from beginning to end.
In a collaborative classroom activity, students will be divided into small groups of four or five to analyze and identify the key characteristics of the two main characters, Della and Jim Each group will work together to find descriptive words that encapsulate their personalities and motivations, fostering a deeper understanding of the characters' roles in the narrative This engaging exercise promotes teamwork and critical thinking while enhancing literary analysis skills.
The teacher assigns each group a role-play scenario, prompting them to enact conversations between characters based on a provided table After a preparation period, students present their performances to the class, while other groups are invited to provide feedback.
1 You are Della and the woman at „Sofronie‟ Hairdresser‟s Role-play their conversation
2 You and Della and Jim Role-play their conversation when Jim came back from work and saw Della‟s new hair style Role-play the conversation
3 You are Della and the shop assistant at the shop where Della bought a platinum fob chain for Jim Role-play the conversation
4 You are Jim and the shop assistant at the shop where Jim sold his watch Role-play the conversation
5 You are Jim and the shop assistant at the shop where Jim bought the comb for Della Role-play the conversation
In a collaborative classroom activity, the teacher encourages students to form groups and share their interpretations of the actions of two characters After engaging in thoughtful discussions, several students present their unique insights and ideas to the entire class, fostering a dynamic exchange of perspectives.
4.1.2.2 'The Birthmark' by Nathaniel Hawthorne
This lesson plan is based on the story “The Birthmark” by Nathaniel Hawthorne
* Activity 1: Listening and Gap-filling
Students received a story with ten missing words They listened to the story three times, filling in one word for each blank to complete it.
Students were organized into four groups, each consisting of five or six members, to engage in discussions on two thought-provoking topics The first topic explored the moral implications of Aylmer's actions, prompting students to consider whether they would make similar choices in his situation and to articulate their reasoning The second topic focused on Georgiana's character, encouraging participants to reflect on her decisions and discuss whether they would act in the same manner if they were in her position.
Students were allowed to discuss in their group in 20 minutes, and then each representative of each group would present their group ideas in front of the class
In a collaborative classroom activity, teachers encouraged students to work in pairs to create a role-play based on a script Each student memorized their lines for the characters Aylmer and Georgiana, allowing them to practice and design their performances effectively Ultimately, some pairs showcased their role-plays in front of the class, enhancing their learning experience through active participation.
CONCLUSION
Suggestions for further study
The research focused on a limited scope of literature involving a small group of students at a foreign language center There remain numerous areas related to the integration of literature in language education, indicating the need for further studies to explore these aspects.
- Using literature in teaching writing and reading skills
- Using literature for students of lower levels
- Using literature in teaching culture in the language classroom.
Conclusion
On the whole, the study can be considered satisfactorily good for the following reasons
Chapter 2 of this study presents key theoretical insights into the effective use of short stories, offering language teachers a solid foundation for enhancing language skills instruction.
The research highlights significant challenges associated with using short stories in language teaching at the researcher’s language center These challenges have informed the design of lesson plans that incorporate short stories, leading to successful implementation and notable improvements in listening and speaking skills in two classes.
Finally, the study has provided several practical recommendations for the use of short stories to improve the efficiency of teaching speaking and listening skills to students
However, the study has still shown some limitations
Due to the limitation of time, the research was only carried out in two classes with
45 students at Haiphong Foreign Language Centre If further studies could be implemented with a larger population, the results would be more reliable
A notable limitation of this study is the insufficient support for the discussions in Chapter 4, which are not adequately grounded in the theoretical frameworks presented in Chapter 2, leading to less convincing arguments Nonetheless, it is anticipated that this study will engage those interested in incorporating literature into language teaching, particularly in enhancing listening and speaking skills in English.
1 Bailey, K.M & Savage, L (1993) New Ways in Teaching Speaking.Illinois USA
2 Collie, J.& Slater, S (1991) Literature in the Language Classroom.Cambridge
3 Gajdusek, L (1988) Toward Wider Use of Literature in ESL: Why and How TESOL
4 Howie, S.H (1993) Critical thinking: A critical skill for students Reading TODAY, 24
5 Johnson, D.M (1987) Approaches to Research in Second Language Learning.Longman
6 Lazar, G.(1993) Literature and Language Teaching.Cambridge University Press
7 Le Van Canh (2009) Lectures for Post-graduate students
8 Nguyen, Thi Le Thuy (2008) How to Maximize Part-time Students’ Involvement in English Speaking Lessons at Hai Phong Foreign Languages Centre
9 Nguyen,Thi Ngoc Tu (2005) A Study on Using Short Stories to Improve the Efficiency of Teaching English to the First Year Students at Vietnam Maritime University
10 Nunan, D (1991) Language Teaching Methodology.Prentice Hall International UK
11 Pulverness, A (2003) English Teaching Essentials Literature.English Teaching
12 Rocha, E.R (2005) Benefits of Using Short Stories in the EFL Context Asian EFL Journal volume 8 November 2005
13 Rossister, M.(2003-2004) Narrative and Stories in Adult Teaching and Learning
ERIC Digest, http://www.ericdigests.org/2003-4/adult-teaching.html
14 Tran, Thi Nga (2003) Incorporating Literature into English Classes in Vietnam
15 Widdowson, H.G.( 1983) Talking shop: On literature and ELT.ELT Journal.Vo 37
16 http://www.cliffsnotes.com/Section/What-is-a-definition-of-short-story-.id-305403,articleId-7941.html
17 http://www.creativefreelancerblog.com/2008/06/better-speaking.html
18 http://en.wikipedia.org/wiki/Drama
19 http://en.wikipedia.org/wiki/Poetry
20 http://www.homepage.bnvbamberg.de/gk_english/short_story/short_story_definition.ht m
21 http://www.newyorker.com/archive/1994/TNY_CARDS_0059
22 http://www.thefreedictionary.com/literature
23 http://www.thefreedictionary.com/novel
Questionnaire on students’ attitude toward the use of short stories in learning listening and speaking skills
I kindly request your assistance in answering questions regarding your participation in speaking lessons The insights gathered will contribute to a background survey for my M.A thesis Your honest opinions are essential, as they will ensure the success of this research.
Your response to the questionnaire will be of great value to the thesis and kept confidential
Question 1: Do you like reading short stories in English?
Question 2: What is the length of stories that you like to read?
A Just some sentences B Half a page
Question 3: Which topics would you like to read?
E Others (please specify) (More than one option can be possible)
Question 4: What problems do you have to deal with when reading or listening to a short story?
(More than one option can be possible)
Question 5: Why do you not like reading short stories?
A They are not relevant to the exam
B They are too long to read
C They are too difficult to understand
Thank you very much for your cooperation!
Questionnaire on the effects of short story in teaching listening and speaking skills
I kindly request your assistance in answering a few questions regarding your participation in speaking lessons The insights gathered will contribute to a background survey for my M.A thesis I value your personal opinions, and your sincere responses are crucial for the success of this research.
Your response to the questionnaire will be of great value to the thesis and kept confidential
Question 1: Which of the following activities do you think the most useful for you before you read or listen to a short story in the class?
B Introduce the content of the story
C Involve students to discuss the topic relevant to the story
Question 2: What do you often do when you read or listen to a short story?
A Try to take notes as much as possible
B Try to remember the content
C Write down all news words and look up all them in the dictionary
Question 3: What tasks do you like to do most after reading or listening to a short story?