EFL Teachers’ Attitude and Practices of Using Short Story in Teaching Reading: the Case of Selected High Schools in Addis Ababa

Abstract

The main aim of this research was to investigate EFL Teachers‟ Attitude and Practice of Using Short Story in Teaching Reading Lessons. Descriptive survey research design and mixed approach were used in undertaking the study. Both primary and secondary sources of data were used to get appropriate data for the study. As the numbers of research participants were manageable, a comprehensive sampling technique was used to determine the sample from which data was collected. Four instruments of data collection: document analysis, questionnaires, interview and classroom observations were used to collect data needed for the study. The data collected through questionnaires and classroom observation were presented in table form and analyzed quantitatively. The data from document analysis, open-ended questionnaires and interview were analyzed qualitatively. The finding of this study revealed that EFL teachers have positive attitudes towards using short stories. The teachers perceive short stories as useful in terms of reading skill development. However, they lacked the knowledge to integrate short stories in reading skills effectively. This is due to the teachers‟ lack of experience, background knowledge, and teachers‟ methodological problems about the issues presented in short stories. Based on the findings, the researcher recommended that, short stories should be integrated in reading lesson that require lot of efforts, commitment and a strong desire from teachers, curriculum designers and textbook writers should assist teachers to practice teaching reading skill effectively by using short stories.