Abstract:
This research explores the effectiveness of using short stories to enhance reading proficiency among second-year EFL students at the University of Ghardaïa. Recognizing the pedagogical value of literary texts in foreign language instruction, the study investigates the extent to which learners engage with English short stories both inside and outside the classroom, how they perceive the impact of these stories on their vocabulary, comprehension, and grammar, and their overall attitudes toward using literature in reading classes. A quantitative approach was employed, using a structured questionnaire distributed to EFL students to gather data on their reading habits, perceptions, and preferences. The findings reveal that the majority of students regularly engage with short stories and view them as beneficial tools for improving various language skills, particularly vocabulary acquisition and reading comprehension. Furthermore, students expressed positive attitudes toward incorporating short stories into reading classes, highlighting their motivational value and contribution to more meaningful learning experiences. The study concludes that short stories represent a valuable and engaging resource for supporting language development in university-level EFL contexts.
