Using Short Stories to Enhance Grammar Learning in ELT Classrooms
: A Comprehensive Literature Review
Abstract
This study aims to investigate the effectiveness of using short stories as a tool to enhance grammar learning in English Language Teaching (ELT) classrooms.
The design of this present study is a literature review design: A systematic review of relevant literature was conducted to identify studies that examined the use of short stories in the context of grammar instruction in ELT classrooms. The findings of this literature review indicate that the use of short stories in ELT classrooms can effectively enhance grammar learning. Short stories provide meaningful contexts for grammar instruction, engage students in authentic language use, and promote active participation and interaction. Moreover, short stories can foster students' motivation, creativity, critical thinking, and cultural awareness. There is a high recommendation for practical implications for teachers and curriculum designers, emphasizing the need for appropriate selection, adaptation, and implementation of short stories to maximize their potential in enhancing grammar learning in ELT classrooms.
Keywords— Short stories, Grammar Learning, ELT Classrooms
References
Al-Amri, H. M. (2020). Digital Storytelling as a Communicative Language Teaching Based Method in EFL Classrooms. Arab World English Journal, 11(1), 270-281. https://doi.org/10.24093/awej/vol11no1.20
Baldasaro, M. M., Maldonado, N., & Baltes, B. (2014). Storytelling to Teach Cultural Awareness: The Right Story at the Right Time. LEARNing Landscapes, 7(2), 219-232. https://doi.org/10.36510/learnland.v7i2.661 B
Carter, R., & Long, M. N. (1991). Teaching literature. Longman.
Chou, M. J. (2022). Let’s CLIL with children’s storybooks. European Journal of Research in Social Sciences, 10(1), 21-30. https://www.idpublications.org/wpcontent/uploads/2022/11/Full-Paper-LET%E2%80%99S-CLIL-WITHCHILDREN%E2%80%99S-STORYBOOKS.pdf Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. Routledge.
Collie, J., & Slater, S. (1987). Literature in the language classroom: A learner-centred approach. Cambridge University Press.
Erkaya, S. (2005). Using short stories to develop EFL learners' reading comprehension and cultural awareness. METU Journal of the Faculty of Education, 24(1), 127-138.
Grecu, M. V. (2019). Story-Telling in The Development of Imagination and Vocabulary of PreSchool Children. In The European Proceedings of Social & Behavioural Sciences (pp. 1998-2003). Future Academy. https://doi.org/10.15405/epsbs.2019.08.03.246
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach.
Cambridge University Press.
Khaleel, M. (2017). Using Stories in Teaching English. International Journal of Scientific and Research
Publications, 7(3), 387-392. https://www.ijsrp.org/research-paper-0317/ijsrpp6358.pdf
Khatib, M. (2015). Using short stories to teach English as a foreign language at the intermediate level.
International Journal of Applied Linguistics and English Literature, 4(4), 167-172.
Kurdi, S. M., & Nizam, L. (2022). The Advantages of Teaching Short Stories in ESL classrooms: A Critical
Evaluation. International Journal of Social Sciences & Educational Studies, 9(3), 93-100.
https://doi.org/10.23918/ijsses.v9i3p93
Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge
University Press.
Lazar, G. (1993). Literature and language teaching: A reconceptualization of the relationship. RELC
Journal, 24(2), 1
Lazar, G. (2003). Using literature in the language classroom. In J. C. Richards & W. A. Renandya (Eds.),
Methodology in language teaching: An anthology of current practice (pp. 336-343). Cambridge
University Press.
Lee, S. (2018). The Power of Story in SLA: Insights from Research. In Y. N. Leung, J. Katchen, S.
Linse, C. T. (2005). Practical English language teaching: Young learners. McGraw-Hill.
Meri-Yilan, S. (2020). Task-based language learning through digital storytelling in a blended
environment. In K. Borthwick & A. Plutino (Eds.), Education 4.0 revolution:
transformative approaches to language teaching and learning, assessment and campus design
(pp. 37-43). esearch-publishing.net. https://doi.org/10.14705/rpnet.2020.42.1085
Nunan, D. (1999). Second language teaching and learning. Heinle & Heinle.
Pinter, A. (2006). Teaching young language learners. Oxford University Press.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current
practice. Cambridge University Press.
Rivers, W. M. (1981). Teaching foreign-language skills (2nd ed.). University of Chicago Press.
Romadhon, M. G. E., & Heriyawat, D. F. (2023). I Can Expand My Imagination: The Secondary Students’
Narrative in Creative Writing English Through Padlet. Eralingua: Jurnal Pendidikan Bahasa
Asing dan Sastra, 7(2), 422-434. https://doi.org/10.26858/eralingua.v7i2.47138
Satriani, I. (2019). Storytelling in teaching literacy: Benefits and challenges. English Review: Journal of
English Education, 8(1), 113-120. https://doi.org/10.25134/erjee.v8i1.1924
Stevenson, N. (2018). Developing cultural understanding through story-telling. Journal of Teaching in
Travel & Tourism, 19(2), 1-14. https://doi.org/10.1080/15313220.2018.1560528
Tomlinson, B. (2001). Materials development in language teaching. Cambridge University Press.
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge University Press
Zhang, Z.V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2
writing. Assessing Writing, 36, 90-102. This article was published in the journal Assessing
Writing by the publisher Sage Publications.
Baldasaro, M. M., Maldonado, N., & Baltes, B. (2014). Storytelling to Teach Cultural Awareness: The Right Story at the Right Time. LEARNing Landscapes, 7(2), 219-232. https://doi.org/10.36510/learnland.v7i2.661 B
Carter, R., & Long, M. N. (1991). Teaching literature. Longman.
Chou, M. J. (2022). Let’s CLIL with children’s storybooks. European Journal of Research in Social Sciences, 10(1), 21-30. https://www.idpublications.org/wpcontent/uploads/2022/11/Full-Paper-LET%E2%80%99S-CLIL-WITHCHILDREN%E2%80%99S-STORYBOOKS.pdf Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. Routledge.
Collie, J., & Slater, S. (1987). Literature in the language classroom: A learner-centred approach. Cambridge University Press.
Erkaya, S. (2005). Using short stories to develop EFL learners' reading comprehension and cultural awareness. METU Journal of the Faculty of Education, 24(1), 127-138.
Grecu, M. V. (2019). Story-Telling in The Development of Imagination and Vocabulary of PreSchool Children. In The European Proceedings of Social & Behavioural Sciences (pp. 1998-2003). Future Academy. https://doi.org/10.15405/epsbs.2019.08.03.246
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach.
Cambridge University Press.
Khaleel, M. (2017). Using Stories in Teaching English. International Journal of Scientific and Research
Publications, 7(3), 387-392. https://www.ijsrp.org/research-paper-0317/ijsrpp6358.pdf
Khatib, M. (2015). Using short stories to teach English as a foreign language at the intermediate level.
International Journal of Applied Linguistics and English Literature, 4(4), 167-172.
Kurdi, S. M., & Nizam, L. (2022). The Advantages of Teaching Short Stories in ESL classrooms: A Critical
Evaluation. International Journal of Social Sciences & Educational Studies, 9(3), 93-100.
https://doi.org/10.23918/ijsses.v9i3p93
Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge
University Press.
Lazar, G. (1993). Literature and language teaching: A reconceptualization of the relationship. RELC
Journal, 24(2), 1
Lazar, G. (2003). Using literature in the language classroom. In J. C. Richards & W. A. Renandya (Eds.),
Methodology in language teaching: An anthology of current practice (pp. 336-343). Cambridge
University Press.
Lee, S. (2018). The Power of Story in SLA: Insights from Research. In Y. N. Leung, J. Katchen, S.
Linse, C. T. (2005). Practical English language teaching: Young learners. McGraw-Hill.
Meri-Yilan, S. (2020). Task-based language learning through digital storytelling in a blended
environment. In K. Borthwick & A. Plutino (Eds.), Education 4.0 revolution:
transformative approaches to language teaching and learning, assessment and campus design
(pp. 37-43). esearch-publishing.net. https://doi.org/10.14705/rpnet.2020.42.1085
Nunan, D. (1999). Second language teaching and learning. Heinle & Heinle.
Pinter, A. (2006). Teaching young language learners. Oxford University Press.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current
practice. Cambridge University Press.
Rivers, W. M. (1981). Teaching foreign-language skills (2nd ed.). University of Chicago Press.
Romadhon, M. G. E., & Heriyawat, D. F. (2023). I Can Expand My Imagination: The Secondary Students’
Narrative in Creative Writing English Through Padlet. Eralingua: Jurnal Pendidikan Bahasa
Asing dan Sastra, 7(2), 422-434. https://doi.org/10.26858/eralingua.v7i2.47138
Satriani, I. (2019). Storytelling in teaching literacy: Benefits and challenges. English Review: Journal of
English Education, 8(1), 113-120. https://doi.org/10.25134/erjee.v8i1.1924
Stevenson, N. (2018). Developing cultural understanding through story-telling. Journal of Teaching in
Travel & Tourism, 19(2), 1-14. https://doi.org/10.1080/15313220.2018.1560528
Tomlinson, B. (2001). Materials development in language teaching. Cambridge University Press.
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge University Press
Zhang, Z.V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2
writing. Assessing Writing, 36, 90-102. This article was published in the journal Assessing
Writing by the publisher Sage Publications.
Published
2024-07-14
How to Cite
NURHAYATI, Nurhayati; SEDUBUN, Stenlly.
Using Short Stories to Enhance Grammar Learning in ELT Classrooms.
SUMIKOLAH: Jurnal Ilmu Pendidikan, [S.l.], v. 2, n. 2, p. 102-109, july 2024.
ISSN 2985-3842.
Available at: <https://ejournal.unklab.ac.id/index.php/sumikolah/article/view/1131>. Date accessed: 26 mar. 2025.
Section
Articles
