The Effectiveness of Using Short Stories in Improving Listening and Speaking Skills for Undergraduate Students at the Faculty of Education in Gharyan

Abstract

This study examined the effectiveness of using short stories in developing listening and speaking skills among undergraduate students at the Faculty of Education in Gharyan. The study adopted a quasi-experimental mixed-methods approach, integrating a pre-test/post-test non-equivalent control group design with a qualitative case study component, using SPSS version 23. Mean scores for listening skills ranged from (1.96–2.96) with a general mean of (2.74); the general mean for speaking skills was (2.87). A one-sample t-test confirmed that students' perceptions were significantly positive: t = 12.73 for listening and t = 7.07 for speaking (sig ≤ 0.05). Additionally, 93% of students held positive attitudes toward using short stories. Qualitative analysis showed that experimental group students demonstrated deeper comprehension and more nuanced responses than control group students. The study recommends integrating short stories into English language curricula and developing teacher training programs on story-based instruction