1

Tacivildo Paulo

A proposal for an effective Teaching of Writing skills through short stories. A case study
of Escola Secundária São Valente de Paulo, grade 9, Stream B, Day shift
(Licenciatura em Ensino de Inglês)

Universidade Rovuma
Nampula
2022
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Tacivildo Paulo

A proposal for an effective Teaching of Writing skills through short stories. A case study of
at Escola Secundária São Valente de Paulo, grade 9, Stream B, Day shift

A research proposal to be submitted to the

Department of Letters and Social Sciences, in
partial fulfilment of the subject MIC.

Lecturer: Assane Ussene

Universidade Rovuma
Nampula
2022
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CONTENTS PAGE
CHAPTER ONE: INTRODUCTION..............................................................................................5
1. Background information........................................................................................................5
1.2. Objectives of the research..................................................................................................6
1.2.1. General objective........................................................................................................6
1.2.2. Specific objectives......................................................................................................6
1.3. Critical questions...............................................................................................................6
1.4. Justification of the study....................................................................................................7
1.5. Rationale............................................................................................................................7
1.6. Study site............................................................................................................................7
STRUCTURE OF THE STUDY......................................................................................................8
CHAPTER TWO: REVIEW OF THE LITERATURE....................................................................9
2.1. Literature...............................................................................................................................9
2.1.1. Definitions of Literature.................................................................................................9
2.2. Literary and Non-Literary Texts......................................................................................10
2.3. Literature in language teaching........................................................................................11
2.3.1. Reason to apply literature to English as Second Language teaching...........................12
2.4. Importance of literature in language teaching.................................................................13
2.4.1. Definitions of short story.............................................................................................15
2.5. WRITING............................................................................................................................17
2.5.1. Definitions of writing...................................................................................................17
2.5.2. Reasons for teaching writing........................................................................................18
2.6. The purpose of teaching writing......................................................................................19
2.6.1. Using short stories to teach writing skills....................................................................19
2.7. Objections on using literature in public schools..............................................................20
2.8. Advantages of using short stories in ELT classrooms.....................................................21
2.8.1. Criteria for choosing the short story.............................................................................21
CHAPTER III: RESEARCH DESIGN AND METHODOLOGY................................................24
3.1. Philosophical paradigm....................................................................................................24
3.2. Research design...............................................................................................................24
3.4. Research approach...........................................................................................................25
3.5.1. Data needs, types and sources......................................................................................26
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3.5.2. Observations.................................................................................................................26
3.6. Population, Sampling procedure and Data collection......................................................27
3.7. Target population.........................................................................................................27
3.8. Sampling procedure.........................................................................................................27
2.8. Instruments for data collection............................................................................................28
3.8.1. Observation..............................................................................................................28
a) Overt observational..........................................................................................................28
REFERENCES...............................................................................................................................29
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CHAPTER ONE: INTRODUCTION

1. Background information
In the nineteenth century, the Grammar Translation Method (GTM) predominated ESL/EFL
teaching. During the era, translating literary texts from the second/foreign language to the
students’ native language was one of the main learning activities. Therefore, literary works were
a notable source of material in ESL/EFL teaching (Ha, 2000).
However, since the 1980s the situation changed quite radically when literature has found its way
back into the teaching of EFL. But, different from the way it was used with the GTM, the current
use of literary works in ESL/EFL classes is to improve communicative competence and providing
“a springboard for the development of critical thinking and aesthetic appreciation”.

Narrative writing is one of the most essential writing skills that English language major students
have to command.
Wallace (1998:56), asserts that narrative writing is one of the four basic essays writing that are to
be learnt and developed among EFL learners. Teaching literature in general promotes language
skills and language use, while fiction develops students' imagination as though it can contribute
positively to enhancing students' abilities in writing stories that is narrative writing.
The notion that the main objective of English Language Teaching is to help students to
communicate fluently in the target language cause many teachers still believe that an ELT class
should focus on mastering linguistic elements only.
However, Ha, (2000) states that, recent trend in English as Foreign Language teaching, indicates
the necessity of integrating literature because of its rich potential to provide an authentic model of
language use. Among literary genres, short stories seem to be the most suitable choice for this
due to its potential to help students enhance the four skills: listening, speaking, reading and
writing, more effectively because of the motivational benefit embedded in the stories.
In addition to a complex series of activities, writing is a series of skill processes for expressing
new ideas, expressing feelings, connecting people to the culture of creation, space, time, and the
writer's imagination, so it can be assumed that writing skills are communication activities.
Writing short stories is one of the creative writing skills and one of the literary products that are
included in the form of narrative or fantasy essays.
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1.2. Statement of the problem

Writing good essays are to be signs for EFL learner's language command. However, at Escola
Secundária São Valente de Paulo, grade 9 students are found to have great difficulties in writing
good essays. In the process of pursuing learners' development, it is observed that students have
problems with writing narrative essays and stories. This can be attributed to different learning
factors or teaching environments. To overcome these difficulties, it is essential to search for other
tools that can enhance students' writing.
Therefore, the researcher attempts to correlate between teaching short stories and enhancement of
students' narrative writing. It is also relevant to find out the implicit relationships that may exist
between teaching fictional stories and development of EFL learners' narrative writing skills. The
aim behind is to improve students' writing in general. Developing students writing skills will
participate positively to successful academic future and professional career.

1.2. Objectives of the research

1.2.1. General objective
The overarching objective of this study is to find out causes that hamper most of grade 9 students,
dayshift, at Escola Secundária São Valente de Paulo, writing in English.
1.2.2. Specific objectives
a) Identify procedures and techniques used by the teacher for teaching writing at Escola
Secundaria Sao Valente de Paulo in grade 9.
b) Analyse the degree if effectiveness of the procedures and techniques used by the teachers
when addressing writing skills to grade 9 students, at Escola Secundária São Valente de
Paulo.
c) Propose the best techniques to teach writing skills through short stories.

1.3. Critical questions

 To what extent teaching short stories develops students' writing skills?
 What are the procedures and techniques used by the teachers for teaching writing skills in
grade 9?
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 What is the degree of effectiveness of the procedures and techniques employed by the
teachers when teaching writing skills?
1.4. Justification of the study

Teaching writing is the process of interaction between students and a teacher in the classroom
that results in written production. Writing stands as an act of interaction that present in a written
form and it could be read by a reader.

Therefore, this study is intended to contribute to the field of English language pedagogy. It is
expected to assist English language and literature departments and teachers at Escola Secundaria
Sao Valente de Paulo to adopt new strategies and methods in improving students' narrative
writing. It also can help language educators around the globe to overcome difficulties of writing
by adopting the same or similar methods where English is taught as a foreign language.

Combining literature and writing can have a profound effect on students’ writing abilities. The
major benefit of using literary texts in a composition class is that it provides invaluable sources to
enhance students’ writing qualities.
The findings of this research will be profitable to both teachers of English language at Escola
Secundaria Sao Valente de Paulo their students. In the way that they will apply the knowledge
brought in their lessons to enhance students’ writing skills promoting motivation as well.

1.5. Rationale
One of the biggest challenges that teachers have faced in the classroom has to do with writing.
Usually, students do not want to write, because they have never been encouraged to do it or to
enjoy it. The fact is that teachers tend to be monotonous when teaching aspects that take long
time such as lecturing method in all basic competencies. This is the reason why the researcher
decided to run this research in order to help such teachers, find many options through the use of
literature in the teaching of writing skills.

1.6. Study site

The present research is going to be undertaken at Escola Secundária São Valente de Paulo. A
school that is located in Nacala-Porto city. As any other research, there are expected some
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limitations in the development of the study in several contexts, as the researcher isn’t a worker of
that school. However, the researcher is aware of the possible short comings and is prepared to
handle them all in order to successfully accomplish the objectives of the present study.

STRUCTURE OF THE STUDY

This research project is composed of three main chapters.

Chapter I: Presents the Introduction. It is within this chapter, where the topic of the study,
rationale and background information to study, research question, objectives, critical questions,
hypothesis, and merit of the study, limitations and structure of the work are presented.
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Chapter II: Presents the Literature Review. It deals with aspects related to the topic according to
various authors who have written about it. That is to say, the part where various views from
different authors who have tackled aspects regarding to the Teaching of Listening skills through
Information Technologies, specifically, the cassette players.
Moreover, the research brings about a reflection about such views as a way of suiting them in the
Mozambican education context, particularly in grade 9, at Escola Secundária São Valente de
Paulo Therefore, the researcher believes that cassette players are a rich source to promoting good
environments for Teaching Listening, in the ELT settings, highlighting in this sense, the
important intercorrelation between the Information Technologies and English Language
Teaching.

Chapter III: Presents the Research Methodology and Design. It is here where we find the research
paradigm, research methodology, research design, target population, the sample, research
instruments (interview and observation), procedures, data analysis techniques and limitations of
the study.
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CHAPTER TWO: REVIEW OF THE LITERATURE

2.1. Literature
2.1.1. Definitions of Literature

There are several definitions of literature from different points of view, however, only some are
presented herein.
Moody (1971), defines it as an umbrella term, that is used to express in words some special
aspects of the human experience.
According to Lombardi (2013), literature as a work that uses creative thinking in expressing
thoughts and ideas. Generally speaking, literature is defined as one of the valuable authentic
materials that can be used in both language teaching and learning.
Ha, (2002:78), affirms that the term Literature comes from the Latin word “literra” meaning
letter and “litteratura” meaning the knowledge of reading and writing. Many attempts have been
made to provide some essential criteria that mark out a piece of writing as literature. There were
some definitions which considered literature to be imaginative and not true, i.e., far from fact and
reality. However, there is much doubt in this argument.

Some people defined literature as a kind of writing in which the language is different from
everyday speech. In Jakobson’s words, literature is “A deliberate deformation of ordinary
language” and “organized violence committed on ordinary speech” (as cited in Ha, 2002).

The concise dictionary of current English defines literature as "writing whose value lies in beauty
of form or emotional effect, (Burma 1946:710).

Though there are various definitions and explanations of literature in works of many critics,
writers and philosophers, most of them lead to the same conclusion that literature is only
literature if it is considered as art.

The Longman Dictionary of Contemporary English (2007) also gives three different meanings to
the word, literature. The first meaning sees literature as books, poems, plays, etc. that people
think are important and good. Secondly, literature in another sense is seen as books, articles, etc.
on a particular subject. Thirdly, literature may be defined as printed information produced by
people, who want to sell or say something.
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2.2. Literary and Non-Literary Texts

Generally speaking, non-literary texts include different types of texts such as: official documents,
economic texts, scientific and publicist texts...etc., to report on events and issues as well as
explain, analyses, argue and persuade.
Gibova (2012), on the other hand, states that literary texts are the authors’ subjective reflection of
reality, in tune with his/her aesthetic and emotional intent in conveying thoughts and emotions.

Baldick (2008), The term literariness is what makes a given work a ‘literary work’. It
differentiates between literary texts and the other ordinary texts by using some artistic devices
such as: metre, rhyme, and certain patterns of sound and repetition.
literary texts contain features that stand out from ordinary uses of language, such as:
"foregrounding This term refers to the range of stylistics effects that occur in literature at the
phonetic (alliteration), the grammatical or the semantic level.

Theoretically, using of literature in language teaching is very advantageous for it offers four
benefits: authentic material, cultural enrichment, language advancement, and personal growth
(Collie & Slater, 1991).
2.3. Literature in language teaching

Ur (1996:201), The literary texts give benefits to the learners than many so called informative
materials. They stimulate the learners by exposing them to fresh and innovative themes with
authenticated texts as a source. “The literary texts contain language intended for native speakers,
literature stands as a model for language learners to become familiar with different forms and
conventions.”
These resources contain grammatical structures, real examples and vocabulary items and they are
not written for any specific purpose particularly teaching. So, they are rich and varied in language
which encourages the learners to familiarize themselves with different language forms and uses.
Brewster (1991) highly recommended that language teachers should use literary devices like
stories as one of the vocabulary learning strategies in order to reinforce the learners’ vocabulary
knowledge because vocabulary in short stories is presented in a vivid and clear context.

The author reported following characteristics of a literature-based language teaching method:

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The principal function of language is transactive and interactive communication;

Learners’ cultural and linguistic developments are signified;
Short stories are considered as authentic materials;
Linguistic, sociolinguistic and communicative competences are emphasized;
An integration of four language skills (reading, writing, listening, and speaking) is
involved;
The students’ native language can be applied to talk about the cultural differences;
Classroom activities and tasks should be done in a positive atmosphere of group-working
or individually;
Vocabulary should be taught in the situational context of the story;
The formal structure of grammar should not be ignored;
An integration of teacher-centered approach along with student-centered approach should
be interrelated;
Fostering learners’ minds are led to critical thinkers.

From the foregoing, it can be seen that these two subjects-English Language and Literature-in-
English are related. The general belief here is that the knowledge of literature prepares the
foundation for language learning. Apart from entertainment, literature enhances students’ general
use of language since communication takes place all the time in Literature. Literature helps
learners develop their understanding of other cultures, make them aware of the differences in
cultures as well as enable them tolerate and understand other peoples’ cultures. Through
literature, universal themes such as love, war, loss, etc. that are not always covered in the
language course books are treated. Through literature, the learner achieves the following: cultural
assimilation or acculturation; language development and competence; conflict resolution; a good
liberal education and development of desired and desirable attributes.

The use of literature in the EFL classes was also supported by McKay (1982), who argued that
“… literature offers several benefits to ESL classes. It can be useful in developing linguistic
knowledge both on a usage and use level. Secondly, to the extent that students enjoy reading
literature, it may increase their motivation to interact with a text and thus, ultimately increase
their reading proficiency.”
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2.3.1. Reason to apply literature to English as Second Language teaching

There are three main reasons for u sing literary texts in an English language lesson.
According to Collie & Slater (1997), literature is considered valuable authentic material for "it is
not fashioned for the specific purpose of teaching a language".
ln this perspective, the professor is the grand initiator of its use and, thus, responsible for making
it meaningful to the students. The professor has the freedom to use it as he/she sees fit, that is,
applying it in the best way to suit his/her clientele. Another important characteristic of literature
is that no matter how old it is, its meaning does not remain static. The main point is that the s
students, based on a wide range of diversity of background knowledge and culture, build up
different interpretations.
Besides, a substantia ting point regarding its validity is that by exposing the learner to literary
texts, the second and first language learning processes are approximated, for the material
presented in it is not designed for the second language learners but for the native speakers of
English. Consequently, the literary reading material presents different linguistic uses, forms, and
conventions of the written style, such as narration, dialogs, irony, exposition, among others,
which reinforce the importance of the teacher as the conductor of this orchestra in accessing and
understanding the meaning of literary pieces.

Secondly, literature offers cultural and language enrichment. Some students, even before starting
flirting with a new language, demonstrate their unwillingness or impossibility for visiting a
country where that particular language is spoken.

Therefore, for these students, besides the mass media, one way to access the culture of the target
language is to read texts that present a picture of it. Even though literary texts such as novels or
short stories can present an invented truth, they still mirror the customs and language u se of the
characters included in them, as they "offer a full and vivid context in which characters from any
social backgrounds can be depicted, (Collie & Slater, 1997).

2.4. Importance of literature in language teaching

First of all, literary texts can be more beneficial than informational materials in stimulating the
acquisition process as they provide authentic contexts for processing new language. Literary texts
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expose learners to fresh themes and unexpected language. In this sense, ‘a literary text is
authentic text, real language in context, to which we can respond directly”.

Parkinson and Reid (2000:45) suggest that literature provides examples of ‘good’ writing,
linguistic diversity, expressive ranges and so on. Thus, placing literature component in the
syllabus gives the chance to EFL students to improve their language proficiency, as well as
develop their creative thinking in expressing thoughts and opinions.

Brumfit and Carter, (1986:15). This quality appears to make literature suitable and valuable to
language teaching in many contexts and cultures. In addition, since literary texts contain language
intended for native speakers, literature stands as a model for language learners to become familiar
with different forms and conventions

Second, containing real examples of grammatical structures and vocabulary items, the literary
texts raise learners' awareness of the range of the target language and advance their competence
in all language skills. Learners are encouraged to familiarize themselves with different language
uses, forms or conventions. Such exposure is essential for the learners especially for their
language development. Thus, they can appreciate the richness and variety of the language and
become
more sensitive to the features of it.
Third, using literature in language teaching has the advantage of providing cultural information
about the target language. Literary texts increase foreign language learners' insight into the
country and the people whose language is being learnt which fosters learners' ability to interpret
discourse in different social and cultural target language contexts, (Collie and Slater, 1991).
Savvidou, (2004). By reading literary works, learners learn to see a world through another’s eyes,
observing human values and a different kind of living, and discovering that others living in very
different societies. They will understand and become broadly aware of the social, political,
historical, cultural events happening in a certain society. Through literature, learners can deepen
their cultural understanding.
Finally, since literature enables students to understand and appreciate other cultures, societies and
ideologies different from their own, it encourages personal growth and intellectual development
(Carter and Long, 1991: 2-4).
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In accordance with these ideas, Littlewood (2000) emphasizes the importance of the use of
literature in EFL classes by arguing that:
“A major problem of language teaching in the classroom is the creation of an authentic
situation for language. All language classrooms, especially those outside the community
of native speakers, are isolated from the context of events and situations which produce
natural language. Literature can overcome this problem because, in literary works,
language creates its own context. The actual situation of the reader becomes immaterial as
he or she looks on the events created by language. These events create, in turn, a context
of situation for the language of the book and enable it to transcend the artificial classroom
situation”.
Based on these ideas, it is obvious that literary works undoubtedly enable students to understand
the language better by providing them with real world experiences, relationships between society
and people where the target language is spoken, even if they are fictions.

2.4.1. Definitions of short story

As defined by Baldick (2008: 307), a short story is "a fictional prose tale of no specified length,
but too short to be published as a volume on its own. A short story will normally concentrate on a
single event with only one or two characters, more economically than a novel's sustained
exploration of social background.

Short story could be an important element as motivational source for narrative writing, both as a
model and as subject matter.

On this regard, Oster (1989), stated that literature provide students with more opportunities to
write more creatively. Short story can be used as a model for students' writing and this usually
occurs when students’ writing is relevant or nearly similar to the work of art or imitation of its
style, theme, content, or organization. On the other hand, short story can be used as a subject
matter when students include interpretation or analysis, or sometimes when students are
stimulated by the reading of short stories.

Lazar (1993), pointed out that the study of short stories in the language classroom makes them as
the content or the subject of the study. While the use of short stories as a resource, makes short
stories as a source among many sources for developing language skills and activities. Lazar also
 16

stated that short stories facilitate language acquisition by providing meaningful and memorable
contexts for processing and interpreting new language.

Being the shortest genre of fiction, short stories can be the most useful tool in developing
students' narrative writing. Compared to other genres of fiction, short story is the most preferred
genre among the students of English as a foreign language. This is because students find other
genres are difficult to follow and needs different strategies to read than those of short stories.

Arikan, (2005:33) pointed out that the students found reading and understanding short stories is
simpler than and not as complex as other genres of literature.

He stated that:

“a short story with its setting, characters and compelling plot, captures and holds
the attention of the learners which is an important part of the learning process.
The use of short stories to teach English has several other benefits including
motivational, literary, cultural and higher –order thinking benefits”.

As stated above short stories, captures the learners' attention by its setting, characters and
compelling plot. Using short stories in language teaching has also other outcomes such as
motivation for learning the language, develops literary understanding. Short stories are also can
be used as tools to enhance cultural and higher order thinking benefits.

Narrative writing is the most interesting type of essay writing among EFL learners, because it is
about writing stories. Because students are naturally inclined to write stories of their interests
more than other types of writing, writing narrative story will be of great importance for EFL
learners. Through writing stories students can express their emotions and feelings.

On the same trend, Harmer (2004:86) points out that the process of writing is influenced by
constraints of genres. Therefore, these important elements are to be provided in learning activities
that are dealing with writing.
Summing up, there are many genres in Literature and each of them plays a pivotal role in
language classroom. Despite the uses are spoken or discussed, some objections are always there
from some quarters. When poetry is taken, it takes a long time to grasp as it has many deviates
and figurative usages. As far as novels are concerned, they are long and difficult to complete
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within the time. When drama is taken for teaching in a language classroom, it is difficult to act in
a crowded classroom with the stipulated periods or hours allotted. Considering all these
objections, among all the literary forms, short stories can be taken for teaching language in a
classroom.

2.5. WRITING
2.5.1. Definitions of writing

Writing is one of the four most productive language skills, said to be productive because the
components in writing activities require multi-skills that involve other language skills such as
listening, speaking, and reading (Beiler & Dewilde, 2020).

Besides, the metacognitive process and the experience results obtained are part of the
composition that must be present in writing activities because this is the essence of a series of
experiences, both from reading and interacting with the environment (Patrick, 2019).

In another aspect, writing is said to be a medium of communication between writers and readers
in conveying messages both from an event, as well as the result of imagination (fiction), so that
readers get information or understanding even invitations from written messages.

In addition to a complex series of activities, writing is a series of skill processes for expressing
new ideas, expressing feelings, connecting people to the culture of creation, space, time, and the
writer's imagination, so it can be assumed that writing skills are communication activities
(Kartika et al., 2018).

Based on these assumptions, writing skills can be developed independently by students at every
level at school. However, the efforts to develop writing skills should be supported by adequate
literature and media. Hence, the students can observe and analyse the organization of ideas,
content, or diction that are written well, through the stages of knowing, understanding, analysing,
synthesizing, and evaluating a series of activities that students do (Göçen, 2019).

According to Lee & Van (1995) writing could be used as “a generic term to refer to all the
various activities that involves transferring thought through paper. Writing that focuses primarily
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on the conventions of language form, that is, grammatical or lexical structures will be termed
transcription”.

Smith (1994:29) states that writing is “a representation of spoken language through graphics,
signs or symbols. The symbols have to be arranged according to certain conventions to form
words or sentences. Moreover, the sentences are arranged in order and linked together in coherent
and cohesion and they end forming a text”.
2.5.2. Reasons for teaching writing

Harmer (1998:79), believes that the reasons for teaching writing to students of English as a
foreign language include:
a) Reinforcement
Some students acquire languages in a purely oral way, but others by seeing the written language
down. The visual demonstration of language construction is invaluable for both their
understanding of how it all fits together and as an aid to committing the new language to
memory. Students often find it useful to write sentences using new language shortly after they
have studied it. In other words, writing reinforce the grammatical structures, idioms and
vocabulary that students have learned.
b) Language development
Both processes of writing and speaking help the students to learn as they go along. The mental
activity that is necessary to construct written texts is part of the ongoing learning experience.
The actual process of writing helps students in acquiring a language because the process demands
them to think and choose the sentences as well as words that they will use to express the ideas.
c) Learning style

Some students are quicker at picking up language just by looking and listening, for the rest it may
take a little longer. For some students the time to think and produce language in a slower level is
invaluable. So, writing is appreciated for such students, it can also be a quiet reflexive activity
instead of the rush and bother of interpersonal face-to –face communication.

d) Writing as a skill
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The most important reason for teaching writing is that it is a basic language skill, just as
important as speaking, listening and reading. Students need to know how to write letters, how to
put written reports together, how to reply to advertisements. They also need to know some of
writing’s special conventions, that is, punctuation and paragraph construction.

2.6. The purpose of teaching writing

According to Suzana, (2004:145), “writing is undertaken as an aid to learning, for example to

consolidate the learning of new structures and vocabulary help students remember new items of
language. It allows students to see how they are progressing, to get feedback from the teacher and
it allows the teacher to monitor and give solution to the problem.

In addition, writing enables teachers to provide in the classroom different learning styles and
needs. For example, there are students who may not learn through oral exercise or oral practice,
they feel more comfortable when they are allowed to read and write the language. Furthermore,
written work serves to provide the learners with some clear evidence that they are making
progress in learning. Writing is also needed for formal and informal testing.

2.6.1. Using short stories to teach writing skills

Although lot of arguments oppose the use of literary texts in the writing classroom, because of
the low proficiency of EFL students in terms of linguistic fluency and maturity, literary texts still
have lot of benefits in providing learners with an invaluable source of authentic materials, that
can be used as a springboard for exiting discussion or writing and increasing students’ word
power (Ur, 1996).

Dewi, (2016) states that writing short stories is one of the creative writing skills and one of the
literary products that are included in the form of narrative or fantasy essays. Therefore, the
process of making it is not easy because writing a short story involves a process of imagination
and experience to process intrinsic and extrinsic elements. Therefore, the use of word/diction and
sentence composition must be able to convey the purpose and message to the readers; this is often
used as part of the students' difficulties in compiling a fiction/non-fiction essay in the short story-
making process.
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In another sense, writing a short story is a literary product that can convey knowledge or a
cultural background image seen from the author's point of view, with this, the important element
in the short story is extrinsic so that each writer can convey ideas in line with their distinctive
thoughts and cultural background (Rezaei & Naghibian, 2018).

“A major problem of language teaching in the classroom is the creation of

an authentic situation for language. All language classrooms, especially
those outside the community of native speakers, are isolated from the
context of events and situations which produce natural language. Literature
can overcome this problem because, in literary works, language creates its
own context. The actual situation of the reader becomes immaterial as he
or she looks on the events created by language. These events create, in
turn, a context of situation for the language of the book and enable it to
transcend the artificial classroom situation” (Rezaei & Naghibian, 2018).

Based on these ideas, it is obvious that literary works undoubtedly enable students to understand
the language better by providing them with real world experiences, relationships between society
and people where the target language is spoken, even if they are fictions.

2.7. Objections on using literature in public schools

Harmer (2004:39) states that: “in the case of adult students, it is often hard to find writing tasks
that are directly relevant to the varying needs of a class full of students from different
backgrounds”.

Despite its benefits for students, some objections are always raised against the use of literature in
public schools due to overcrowded classes, overloaded syllabus and limited time—some
problems commonly met in elementary to public schools in almost all developing countries. First,
the deviated and figurative language of poetry necessitates very long time to grasp. Second, the
length of novel will make it difficult for such classes to finish. Finally, drama can be used in
classes, but it will be difficult to act out a play in crowded classes within limited course hours.

Considering these objections, it is obvious that among literary forms, short-story, which is
defined by Poe (as cited in Abrams, 1970:158) “as a narrative that can be read at one sitting of
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from one-half hour to two hours, and that is limited to ‘a certain unique or single effect,’ to which
every detail is subordinate”, seems to be the most suitable one to use in public schools. Since it is
short, and aims at giving a ‘single effect’, there is usually one plot, a few characters; there is no
detailed description of setting. So, it is easy for the students to follow the story line of the work.
The idea that short stories are the most suitable literary genre to use in English teaching due to its
shortness

2.8. Advantages of using short stories in ELT classrooms

According to COLLIE AND SLATER (1991), the following are the advantages of short stories
for language teachers:

e) First, short stories are practical as their length is long enough to cover entirely in one or
two class sessions.
f) Second, short stories are not complicated for students to work with on their own.
g) Third, short stories have a variety of choice for different interests and tastes.
h) Finally, short stories can be used with all levels (beginner to advance), all ages (young
learners to adults) and all classes (morning, afternoon, or evening classes).

According to Povey (1967), EFL students may face limitation of vocabulary, poor grammar
knowledge, lack of organizational competence and lack of information to support discussion. To
overcome those problems, different language studies have shown that literary texts may provide a
variety of content for language students, in order to exploit in their writing.
Short stories help students to learn the four skills of listening, speaking, reading and writing more
effectively, because of the motivational benefits embedded in the stories.

2.8.1. Criteria for choosing the short story

According to HILL (1994:15), the use of short-story in English teaching should be aimed to
encourage the students to use what they have previously learnt. By doing this, the learning
process will be student-centered. However, the teacher plays a great role. She/he must choose a
suitable text to use in class, and should help her/his students understand the story with various
activities.
 22

In using short stories to teach English, story selection is indeed one of the most important roles of
the teacher. Since the lengths of short-stories quite vary, choose a story short enough to handle
within course hours. The shortness of the text is important for the students because they will see
that they can read, understand and finish something in English, and it will give the students a
feeling of achievement and self-confidence.
Besides the length, HILL (1994:15), points out three other basic criteria of choosing the text: (1)
the needs and abilities of the students; (2) the linguistic and stylistic level of the text; (3) the
amount of background information required for a true appreciation of the material.

The importance of considering these criteria could be perceived by realizing that the vocabulary
and sentence structure of the short-story to be studied must be suitable to the level of the students.
The short-stories with archaic, slang, foreign words, and allusions, having sentences imitating the
speech of a particular locality or ignorant people or foreigners should be avoided if the text is
intended for students below intermediate level.

Similarly, very long sentences are difficult for students to understand. As students will not
understand these sentences and words, they will get bored and not read the work. Therefore,
before giving the short-story, the teacher should decide the readability of the text.

According to UR (1996:150), “[…] the use of ‘authentic’ text with less proficient learners is
often frustrating and counterproductive”. Therefore, the use of simplified text with less proficient
readers is highly suggested for the sake of suiting the texts with the level of students.

2.9. Short stories and Language skills development

Short stories allow teachers to teach the four skills to all levels of language proficiency.
According to MURDOCH (2002), “short stories can, if selected and exploited appropriately,
provide quality text content which will greatly enhance ELT courses for learners at intermediate
levels of proficiency”.

He argues that, short stories could be very beneficial materials in ELT reinforcement by using
them in learning activities such as, discussion, writing and acting out dialogues.
Short story can be a powerful and motivating source for writing in ESL/EFL, both as a model and
as subject matter. Short story as a model occurs when students’ writing becomes closely similar
 23

to the original work or clearly imitates its content, theme, organization, and /or style. However,
when student writing exhibits original thinking like interpretation or analysis, or when it emerges
from, or is creatively stimulated by, the reading, literature serves as subject matter.

Teachers can create a variety of writing activities to help students to develop their writing skills.
They can ask students to write dialogues or more complex writing activities if students have
reached a high level of language proficiency.

For example, if teachers bring to class A Long Walk Home, they can assign the following writing
activities:
1. Write a dialogue between Jackson and his father that morning (paragraph one).
2. Paraphrase the last two paragraphs of the short story.
3. Write a book report or summarize the story in five to seven sentences, including the main
character, setting, conflict, climax, and resolution.
4. Write one sentence on the theme of the story.
5. Write a paragraph to explain what you think Jackson has learned from that experience.
6. Write a review on the story.
7. Write an essay on what you like or dislike in the story.
 24

CHAPTER III: RESEARCH DESIGN AND METHODOLOGY

3.1. Philosophical paradigm

Philosophical paradigms are described as a cluster of beliefs that dictates what should be studied,
how research should be done and how the results should be interpreted. a paradigm contains the
researcher’s assumptions about the manner in which an investigation should be performed, i.e.
(methodology), as well as his/her definition about truth and reality, i.e., ontology and how the
investigator comes to know that truth or reality, i.e., epistemology. Therefore, the methodological
choice of a researcher is determined by the philosophical assumptions about ontology or human
nature and epistemology (Cohen, 2001).

3.1.1. Critical paradigm

COHEN (2011:31), affirms that its purpose is not merely to understand situations and
phenomena, but to change them. Its intention is transformative: to change society and individuals
to social democracy. Therefore, critical education research typically examines and interrogates,
for example the relationship between school and society: how schools perpetuate or reduce
inequity and so forth.

Therefore, for the production of this work, the researcher has decided to use the critical paradigm
because, the researcher believes that being education research, a critical paradigm is the most
appropriate paradigm as it is assured to have an in-depth view of the context to enhance learning
outcomes through developing reflective practice and acquainting the school environment with
effective changes, as authors have stated.

3.2. Research design

A research design is the ‘procedures for collecting, analysing, interpreting and reporting data in
research studies. It is the overall plan for connecting the conceptual research problems with the
pertinent (and achievable) empirical research. In other words, the research design sets the
procedure on the required data, the methods to be applied to collect and analyse this data, and
how all of this is going to answer the research question, (Leavy, 2017:134).
 25

3.2.1. Case study

Gulsecen and Kubat (2006), define a Case study as method that enables a researcher to closely
examine the data within a specific context. In most cases, a case study method selects a small
geographical area or a very limited number of individuals as the subjects of study. Case studies,
in their true essence, explore and investigate contemporary real-life phenomenon through detailed
contextual analysis of a limited number of events or conditions, and their relationships.
Therefore, the researcher decided to use this type of research design because it can be considered
as a robust research method particularly when a holistic, in-depth investigation is required. And
once recognised as a tool in many social science studies, the role of case study method in
research becomes more prominent when issues with regard to education are concerned.
3.4. Research approach

It has been decided to implement qualitative research approach because qualitative research
involves collecting and analysing non-numerical data (e.g., text, video, or audio) to understand
concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or
generate new ideas for research.

According to Leavy, (2017:124), “qualitative approaches to research value depth of meaning and
people’s subjective experiences and their meaning-making processes. These approaches allow us
to build a robust understanding of a topic, unpacking the meanings people ascribe to their lives—
to activities, situations, circumstances, people, and objects.”
Methodologically, these approaches rely on inductive designs aimed at generating meaning and
producing rich, descriptive data. Qualitative approaches are most commonly used in exploratory
or descriptive research.
Qualitative researches are designed to provide the researcher a means of understanding a
phenomenon by observing or interacting with the participants of the study Therefore, qualitative
researchers are interested in exploring and/or explaining phenomenon as they occur in the natural
setting. And that is exactly the case of this research proposal.
 26

Johnson (2016), affirms that qualitative research is usually rich with description, and may be a
more appropriate choice for some subjects from the reader’s perspective because “if you want
people to understand better…provide them with information in the form in which they usually
experience it”. Qualitative research methods are designed to help researchers understand people
and the social and cultural contexts within which they live

3.5. Data analysis, types and sources; population, sampling procedure and data
collection.

3.5.1. Data needs, types and sources

Primary data are data collected for the specific research problem at hand, using procedures that fit
the research problem best. On every occasion that primary data are collected, new data are added
to the existing store of social knowledge”. Data collection plays a very crucial role in the
statistical analysis. In research, there are different methods used to gather information, all of
which fall into two categories, i.e., primary and secondary data, (Douglas, 2015).
According to Douglas, (2015), the following are the types of data sources.

3.5.2. Observations

Observation as one of the primary sources of data. Observation is a technique for obtaining
information involves measuring variables or gathering of data necessary for measuring the
variable under investigation. Observation is defined as accurate watching and noting of
phenomena as they occur in nature with regards to cause-and-effect relation.

Observation is another tool commonly used in the teaching and learning academic research. It is
highly valued but it also has its drawbacks. Being the major one, that of ‘observing an untruth’.

3.5.3. Questionnaires
Questionnaire one of the primary sources of data is an observational technique which comprises
series of items presented to a respondent in a written form, in which the individual is expected to
respond in writing. Here the respondents are given list of written items which he responds to by
ticking the one he considers appropriate.
 27

3.5.4. Interviews
Interviewing is a technique that is primarily used to gain an understanding of the underlying
reasons and motivations for people’s attitudes, preferences or behaviour. Interviews can be
undertaken on a personal one-to-one basis or in a group.
Interviews are also commonly used in the academic research, and like questionnaires, a lot of
people take them for granted, considering the fact that they are just conversations between two or
more people.
3.6. Population, Sampling procedure and Data collection

3.7. Target population

Table 1. Participants table

Participants Gender Total

Teachers Male Female

03 01 04
Students All streams 100 50 150
Total 154
Source: Adapted by the researcher (2022)

3.8. Sampling procedure

Purposive sampling is a process partly based on picking respondents or informants who have
characteristics and are eligible to answer the research questions”. It was in this perspective that
the researcher sampled grade 12 students which are eligible to answer the interviews (Patton,
2001:21).

The reason for choosing this sampling was because the target group had been previously set. Due
to this sampling method, many teachers had a high chance of being selected; but, only two
teachers took part in the research.

Table 2: Distribution of the sample

Participants Gender Total

 28

Teachers Male Female

03 01 04
Student Grade 9 10 10 10
s
Total 13 11 24
Source: Adapted by the researcher (2022)
2.8. Instruments for data collection
3.8.1. Observation
According to Johnson (2016:34), “observation as the systematic description of events, behaviours
and artefacts and the social setting chosen for study”. Observation is a way of gathering a data by
watching behaviours, events or noting physical characteristics in their natural settings.

Observation can be overt (everyone knows they are being observed) or covert (no one knows they
are being observed). The benefit of covert observation is that, people are more likely to behave

a) Overt observational
The researchers identify themselves as researchers and explain the purpose of their observations.
The problem with this approach is subjects may modify their behaviour when they know they are
being watched.

3.2.2. Interview

Interview is a commonly used method of collecting information from people, that is, an interview
is a verbal interchange, often face-to-face, though the telephone may be used, in which an
interviewer tries to elicit or collect information, beliefs or opinions from another person, (Johnson
2016:34).

In this sense, the researcher will use semi-structured interview to collect the data as it is a
typically formal and organized, that is, is when all questions are prepared in advance. In a
structured interview, the researcher asks a predetermined set of questions, using the same
wording and order of questions as specified in the interview schedule. Therefore, the researcher
understands that for the nature of the study, it is necessary to pre-determine all the questions for
the responds and also, sequencing of the questions helped in the data analysis and presentation.
 29

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