Using Short Stories in EFL Classrooms for Teaching Practice
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Abstract
This study investigated the pedagogical benefits of short stories in English as a Foreign Language (EFL) classrooms through a narrative literature review. The aim of this research was to offer instructors and researchers a clear synthesis of empirical findings on the use of short stories as instructional tools in EFL teaching. Results revealed that short stories could support language development across four domains: linguistic proficiency, cognitive development, affective outcomes, and intercultural communicative competence (ICC). Consistent improvements were observed in vocabulary retention, grammar awareness, reading comprehension, and productive skills when short stories were integrated into structured teaching. Short–story–based EFL teaching was also associated with lower levels of foreign-language anxiety and higher levels of learner motivation. In addition, short stories featuring diverse cultures were found to contribute to intercultural awareness through careful text selection and clear pedagogical purpose. Overall, the study suggests that short stories can be regarded as integrated pedagogical resources that combine language form, meaning construction, cognitive engagement, and cultural reflection within a single instructional framework.
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