THE USE OF SHORT STORIES TO IMPROVE EFL LEARNERS’ READING COMPREHENSION
Abstract
This article explores the use of short stories as a teaching resource for improving reading comprehension among learners of English as a Foreign Language (EFL). It focuses on how narrative texts can support learners in understanding meaning, interpreting unfamiliar vocabulary, and identifying important information. The article discusses the role of carefully selected literary texts and structured reading activities in English language teaching. Particular attention is given to the relationship between text difficulty, learner engagement, and comprehension development. The analysis suggests that short stories can provide meaningful opportunities for practising reading strategies when they are appropriate to learners’ proficiency levels and supported by effective teaching methods. The article highlights the need for further classroom-based research to examine the effectiveness of short-story-based instruction in different EFL learning contexts.
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