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VOL. 12, ISSUE 1 (2026)
The use of short stories in English language Teaching (ELT): A pedagogical overview
Authors
Dr. Panchanan Tripathy
Abstract
Short stories offer a dynamic and engaging resource in English Language
Teaching (ELT), bridging literary appreciation with language acquisition. This
pedagogical overview explores their multifaceted role in fostering reading
comprehension, vocabulary expansion, cultural awareness, and critical thinking
among diverse learners. Unlike traditional textbooks, short stories provide
authentic, context-rich narratives that motivate intrinsic reading while
exposing students to idiomatic expressions, varied sentence structures, and
pragmatic nuances. Drawing on theories from Krashen’s Input Hypothesis and
Vygotsky’s Zone of Proximal Development, the paper outlines practical
strategies for integration, including pre-reading activities, interactive
discussions, creative writing extensions, and multimodal adaptations (e.g., audio
books or digital storytelling). Empirical studies, such as those by Collie and
Slater (1987) [1] and recent meta-analyses, demonstrate measurable
gains in fluency, motivation, and retention, particularly for intermediate to
advanced learners. Challenges like text complexity and cultural sensitivity are
addressed with selection criteria and scaffolding techniques. Ultimately, short
stories transform ELT classrooms into immersive environments, enhancing
holistic proficiency and lifelong reading habits.
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Pages:32-36
How to cite this article:
Dr. Panchanan Tripathy "The use of short stories in English language Teaching (ELT): A pedagogical overview". International Journal of English Research, Vol 12, Issue 1, 2026, Pages 32-36
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