Using Short Stories to Teach College-level EFL Students

By Hui-Fang Shang and Ya-Ling Tsai.

Published by The Learner Collection

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

Literature as content provides a good example on students’ reading comprehension development. Since 1980s, there has been an increasing interest in the use of literature in the EFL classes. According to Collie and Salter (2000), literature provides a rich context in which students can increase their receptive vocabulary and sentence structures under contextual reading. In addition, Ghosn (2002) stated that literature featuring in diverse sentence patterns and passionate narratives is a rich resource for EFL classes. Furthermore, literature which is selected thematically relevant and linguistically accessible can help establish the relationship between reader and text (Mckay, 1982). As mentioned above, the adoption of literature as content in EFL classroom appears to be potentially beneficial for linguistic development. To develop EFL students’ reading comprehension, the purpose of this paper is to design a reading curriculum including course aims, objectives, and three steps of teaching approaches and assessments by integrating literature and English reading instruction. It is expected that students’ reading comprehension can be improved via the application of activities in the short story reading class.

Keywords: Short Stories, Reading Curriculum Design, EFL Reading Comprehension

The International Journal of Learning, Volume 18, Issue 1, pp.645-652. Article: Print (Spiral Bound). Article: Electronic (PDF File; 773.682KB).

Prof. Hui-Fang Shang

Professor and Chairperson, Department of Applied English, I-Shou University, Kaohsiung County, Taiwan

Hui-Fang Shang was born in Kaohsiung, Taiwan. In 1996, she earned her ED.D. degree at University of Southern California in USA. Now she is a Full Professor and Chairperson of the Department of Applied English at I-Shou University in Taiwan. Her expertise and research interests include TEFL and curriculum/instructional design.

Ya-Ling Tsai

Department of Applied English, I-Shou University, Kaohsiung County, Taiwan


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