Libyan Learners’ Perspectives on Integrating Short Stories in English Language Teaching
DOI:
https://doi.org/10.26629/uzfaj.2026.15Keywords:
Literature, Short Story, ELT, Teaching MaterialsAbstract
The purpose of the present study was to investigate underlying Libyan university learners' perspectives on using short stories as a tool in English language teaching (ELT) and to discuss methods, benefits, and challenges related to the integration of short stories in language teaching classes.To this end, 90 participants completed a 9-item multiple-choice questionnaire at the English Language Education Department at the University of Zawia, Libya, during the 2023-2024 academic year. Data were analyzed according to descriptive statistics. The results indicated that the learner participants have a positive perception of integrating short stories into ELT. Furthermore, the findings underscore the significance of incorporating various short stories into EFL classrooms. This incorporation not only enhances language proficiency but also fosters critical thinking and cultural awareness among learners. These advantages underscore the efficacy of short stories as a versatile and effective tool in language education.
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