A Case Study of the use of Short Stories in a Junior Secondary ESL Classroom in Hong Kong

By Chi Cheung Ruby Yang.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Short stories are considered as good resources that can be used in language classrooms. Laine (1997) suggests that in foreign language classes where there are children who are not motivated and who are low achievers, a story, if it is well-chosen, can help change their attitudes to the language. And, the narrative (or storytelling) approach is believed to help students understand the story easily. The present study was conducted in a small class of junior secondary school students in order to investigate if they became more interested and more confident in English with the use of short stories. The findings of the study show that using short stories will not automatically make students become more interested in English unless the stories are interesting and the language used meets the level of the students. Regarding storytelling, the investigated class of students, in general, favoured this approach as it helped them understand the stories easily, though their confidence in using English could not be boosted within a short period of time

Keywords: Short Stories, Narrative Approach, Storytelling, Motivation, Attitude

The International Journal of Learning, Volume 16, Issue 1, pp.35-50. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.211MB).

Chi Cheung Ruby Yang

Teaching Fellow, Department of English, The Hong Kong Institute of Education, Hong Kong, Hong Kong

Yang, Chi Cheung Ruby is currently a Teaching Fellow at the Department of English, The Hong Kong Institute of Education. Her research interests include classroom discourse analysis and using short stories in language teaching.


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