VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
  

TRỊNH THỊ THANH NHÀN
A STUDY ON USING SHORT STORIES TO IMPROVE THE
EFFICIENCY OF TEACHING SPEAKING AND LISTENING SKILLS
TO STUDENTS AT HAIPHONG FOREIGN LANGUAGE CENTRE

(Nghiên cứu việc sử dụng truyện ngắn để nâng cao hiệu quả dạy kỹ năng
Nghe Nói cho học viên tại Trung tâm Ngoại ngữ - Đại học Hải Phòng)

M.A. MINOR THESIS Field: Methodology
Code: 60 14 10 Field: Methodology
Code: 60 14 10
Supervisor: Nguyễn Thúy Hương, M.A.

Hanoi, 2010
ii

TABLE OF CONTENTS
Page
Acknowledgements i
Table of contents ii
PART 1: INTRODUCTION 1
1. Background to the study 1
2. Aims of the study 2
3. Scope of the study 3
4. Research questions 3
5. Methods of the study 3
6. Design of the study 3
PART 2: DEVELOPMENT 5
CHAPTER 1: LITERATURE REVIEW 5
1.1. Speaking and Listening in foreign language learning 5

4.1.2. Sample lesson plans 33
PART 3: CONCLUSION 36
1. Suggestions for further study 36
2. Conclusion 36
REFERENCES 38
LIST OF FIGURES AND TABLES
List of figures Page
Figure 1. Students’ enjoyment in reading short stories 20
Figure 2. Students’ preference in terms of the length of a short story 21
Figure 3. Students’ favourite topics 22
Figure 4. Reasons why students do not like reading short stories 24
Figure 5. Activities in the pre-stage 26
Figure 6. Students’ activities when reading a short story 27
Figure 7. Activities in the post-stage 28
Figure 8. Students’ participation in the class activities 29
Figure 9. Benefits students gain from the lesson using short stories 30

List of tables
Table 1. Students’ difficulties in dealing with a short story 23

1

PART 1: INTRODUCTION
This part gives an introduction to the study, including the background to the study,
the aims, the scope, the research questions and the methods as well as the design of the
study.
1. Background to the study
Haiphong Foreign Language Centre is one of the biggest and most prestigious
language centres in Haiphong, with well-qualified and enthusiastic teachers. The number
of English teachers at this centre is 68 (15 male teachers and 53 female teachers) including

speaking skills can help university and/ or college students pass oral examinations at
University or College easily, and those who work with foreign partners wish to use English
effectively to negotiate and gain contracts as well as attract investment from foreign
companies.
Being aware of the importance of teaching speaking and listening skills to students,
the writer often asks herself, “How can we improve students‟ speaking and listening
skills?” and “Could there be any other material to help encourage students‟ involvement in
speaking and listening lessons?” The idea of using short stories as supplementary materials
came to her when she read the M.A thesis of Nguyen Thi Ngoc Tu, “A study on using
short stories to improve the efficiency of teaching English to the first year students at
Vietnam Maritime University” (2005).
Encouraged by what Nguyen had achieved, the writer decided to conduct “A study
on using short stories to improve the efficiency of teaching speaking and listening skills to
students at Haiphong Foreign Language Centre”.
2. Aims of the study
The study aims at:
- Investigating the students‟ attitude towards the use of short stories in language
learning
- Finding out how short stories improve the efficiency of teaching speaking and
listening skills to students at Haiphong Foreign Language Centre
- Giving some suggestions on using short stories in the speaking and listening
lessons.
3. Scope of the study
3

In this minor thesis the writer intends to deal with the question of how short stories
help improve the efficiency of teaching speaking and listening skills, in which speaking
skill is paid more attention and listening skill is considered the integrating skill. The stories
used in the research are two or three pages long only, with simple contents, of a variety of
topics according to the students‟ preference such as love, friendship, schools, etc.

speaking and listening skills.
Part 3 points out the limitations of the study and gives conclusion to the study.
5

PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
In this chapter, the theoretical background to the study, including the theories on
speaking and listening in foreign language teaching and theories on literature in language
teaching, with a focus on short stories, is reviewed.
1.1. Speaking and Listening in foreign language teaching
1.1.1. Speaking skill in foreign language teaching
For the purpose of analysis and instruction, language has been divided into different
skill areas. These can be discussed in the framework of how we learn our first language. A
child first learns to practice language by speaking, combined with listening. Then, when
school begins, children learn by the skills of reading and writing. As learners grow in their
language ability and use, the different skills are most often integrated with each other so
that they are being in used in coordination with each other. In conversation, when one
person is the speaker, another is the listener. After listening and understanding, the hearer
responds by speaking. Just think of all the different conversations you have in one day and
compare that with how much written communication you do in one way. Which do you do
more of? Of course, in our daily lives, most of us speak more than we write.
In academic setting, while students are listening, they may also be writing notes or
reading a handout. As a teacher, you will be reading your lesson plans and then speaking to
your students. We can see that, in order to show that you understand anything, you have to
speak it out. Therefore, Lawtie (2004) affirmed, “Speaking is fundamental to human
communication.” (cited in Nguyen Thi Le Thuy, 2008).
In Florez (1999), speaking is “an interactive process of constructing meaning that
involves producing and receiving and processing information”. It is often spontaneous,
open-ended, and evolving.” (cited in Le Van Canh‟s lecture, 2009).
Martin (1987) believes that speaking is the skill by which they are most frequently

listening in second and foreign language learning is admirably summarized in Rost‟s
publication (1994, cited in Nunan and Miller, 1995).
- Listening is vital in the language classroom because it provides comprehensible
input for the learner. Without understanding input at the right level, any learning simply
cannot begin.
- Spoken language provides a means of interaction for the learner. Because learners
must interact to achieve understanding, access to speakers of the language is essential.
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Moreover, learners‟ failure to understand the language they hear is an impetus, not an
obstacle, to interaction and learning.
- Listening exercises helps learners draw their attention to new forms (vocabulary,
grammar, interaction patterns
- Listening comprehension provides the right conditions for language acquisition
and development of other language skills (Krashen, 1995, cited in Le Van Canh, 2009).
In short, listening is essential not only as a receptive skill but also to the
development of spoken language proficiency.
1.2. Literature in language teaching
1.2.1. Concept of Literature
1.2.1.1. Definitions
Theoretically, there are different ways to define literature.
According to Moody (1983), literature is defined as “constructions or artifacts, in
language, which may be designed for any of the whole range of human communication
needs, private or public, oral or written, for which language is used.” Moody and Walson
(1983) gave their explanation to make this definition clearer. In their opinion, literary
works can be seen as being cultural artifacts in the forms of poetry, drama, prose,
tragedy, comedy, farce, folktales, religious myths, short fiction and novels (cited in Tran,
2003).
Literature can be seen as imaginative or creative writing, especially of recognized
artistic value. "Literature must be an analysis of experience and a synthesis of the findings

read in one sitting, anywhere from a half hour to two hours. In contemporary fiction, a
short story can range from 1,000 to 20,000 words. Because of the shorter length, a short
story usually focuses on one plot, one main character (with a few additional minor
characters), and one central theme. ( />definition-of-short-story id-305403,articleId-7941.html)
Or short story can be defined as a “short piece of fiction aiming at unity of
characterization, theme and effect.
(
1.2.2. Short stories in language teaching
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1.2.2.1. Advantages of short stories in teaching language skills
When discussing the advantages of short stories in teaching language skills, Harper
(1993) states that “short stories are particularly well-suited to current instructional trends in
ESL classrooms.” (
In Neuhauser‟s point of view (1993), stories are effective as educational tools
because they are believable, rememberable and entertaining (cited in Rossister, 2003-
2004).
According to Collie and Slater (1991), short stories are often an ideal way of
introducing students to literature in the foreign-language classroom. For the teacher, they
offer many intermediate and striking advantages as listed below.
- Their practical length means they can usually be read entirely within one or two
classes. Slightly longer works can be sectioned in the same way as novels or plays, but still
be completed in a few lessons.
- They are less daunting for a foreign reader to tackle or to reread on his or her own,
and are more suitable when set as home tasks. Students get that feeling of achievement at
having come to the end of a whole work much sooner.
- They offer greater variety than longer texts. A teacher can choose very different
short stories, so that there is a greater chance of finding something to appeal to each
individual‟s taste and interests.
- Short stories are especially valuable for sessional courses or the like; or for

end, they encourage students at all levels of language proficiency to continue reading them
until the end to find out how the conflict is resolved. Elliott (1990 – cited in Rocha, 2005),
for example, affirms that literature motivates advanced students and is “motivationally
effective if students can genuinely engage with its thoughts and emotions and appreciate its
aesthetic qualities.” He stresses the importance of developing student-response (individual
and group levels) and competence in literature. In addition, one of the reasons Vandrick
(1997 – cited in Rocha) lists for using literature with students is that literature motivates
students “to explore their feelings through experiencing those of others.” Moreover,
“literature holds high status in many cultures and countries. For this reason, students can
feel a real sense of achievement at understanding a piece of highly respected literature.
Also, literature is often more interesting than the texts found in coursebooks.” As a result,
instructors should agree that literary texts encourage students to read, and most literary
texts chosen according to students‟ language proficiency levels and preferences will
certainly be motivating.
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By selecting stories appropriate to students‟ level of language proficiency,
instructors avoid “frustrational reading” (Schulz, 1981 – cited in Rocha, 2005). To choose
stories according to students‟ preferences, stories should have various themes because as
Akyel and Yalcin (1990 – cited in Rocha 2005) point out, variety of themes will offer
different things to many individuals‟ interests and tastes. But the themes should be
“consistent with the traditions that the learners are familiar with” (Widdowson, 1983 –
cited in Rocha, 2005) to avoid conflict.
- Introducing literary elements: instructors can introduce elements with short
stories. With beginning and low intermediate levels, instructors can teach simple elements,
such as character, setting and plot. The same and more complex elements, such as conflict,
climax, resolution, etc. can be introduced with more advanced levels. Gajdusek (1988)
explains how literature can be introduced by describing the order of activities: pre-reading
activities, factual in-class work, analysis and extending activities. In the pre-reading
activities, students have the opportunity to learn about the background of the story and

remembered context.” Howie (1993 – cited in Rocha, 2005) agrees with the use of short
stories to teach critical thinking. He points out that instructors have the responsibility to
help students to develop cognitive skills because everyone needs to “make judgments, be
decisive, come to conclusion, synthesize information, organize, evaluate, predict, and
apply knowledge.” By reading and writing, students develop their critical thinking skills.
In conclusion, since the goal of EFL teaching must be to help students to
communicate fluently in the target language, instructors should focus not only on linguistic
benefits, but also on other benefits. In addition to the four skills, short stories help
instructors to teach literary, cultural and higher-order thinking aspect. As far as culture and
other benefits are concerned, Henning (1993 – cited in Rocha, 2005) believes that culture
should be integrated into the curriculum and “literature is one feature … in the cultural
domain that provides … added value beyond the level of language acquisition.” Literature
helps students to expand their “linguistic and cognitive skills, cultural knowledge and
sensitivity” (Henning, 1993 – cited in Rocha, 2005). Consequently, one can say that
integrating short stories into curriculum will help EFL students to become well-rounded
professionals and human beings since short stories teach more than the skills necessary for
survival in the target language. Short stories bring about literary, cultural and higher-order
thinking benefits
As far as the benefits of stories for learning speaking are concerned, it seems that
the complexity of fiction is a feature that will help pupils think and talk through a variety
of interesting activities offered and generated by teachers and students. Mc Rae (1984 –
cited in Tran, 2003) goes even further to state that acting out and observing give substance
13

in speaking, since they develop students‟ awareness of “speech features, paralinguistic and
extra linguistic features – attitudes, gestures, intonation, movement, etc.” Discussing,
debating, suggesting interpretation, offering opinions, agreeing and disagreeing begin to
come naturally and students become more confident in their use of English. Indeed, all
activities inspired by stories contribute greatly to improving learners‟ speaking skill. (Mc
Rae, 1984 – cited in Tran, 2003)

because it departs strikingly from the usual norms of language use; it includes a great many
archaisms, rhetorical devices and metaphors; or it makes use of the dialect or register of a
highly specialized field (such as law). The teacher might need to ask him/herself questions
like these when deciding whether or not to use the text:
 Are students sufficiently familiar with the usual norms of language use to
recognize when these are subverted?
 How much of the language in the text will students be able to infer?
 Will students find it useful and enjoyable to study the text, or will they feel
demotivated by the difficulties of the language?
 Even if the language of the story is extremely difficult, will students be
motivated by other factors to study it (e.g. students often enjoy studying a difficult short
story if there is a film based on the story which they also enjoyed.)
 Is the story too specialized in its language to be relevant to the type of language
the students require to learn on the course?
- The students‟ literary background: There is an interesting relationship between the
literary background of the students and their linguistic competence, since the two do not
necessarily go together. Students may, for example, have studied literature in their own
language. If it is a language (such as Romance language) in which similar conventions to
those in English operate for reading and interpreting literature, then they may already have
a level of literary competence which will help them to make sense of a literary text even
when their linguistic knowledge is rather limited. On the other hand, students who have
little literary knowledge but are linguistically proficient may find themselves
understanding each individual word on the page without being able to make sense of the
literary meanings behind the texts. When choosing texts to use with students, therefore, we
should look not only at the grading of the language in the text, but at its specific literary
qualities and whether our students can navigate their own way through these.
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- Other factors to consider when selecting literary texts are: availability, the length
of the story, exploitability and fit with the syllabus. When considering these factors, the

shall be used as the strong theoretical basis for the integration of short stories in teaching
speaking and listening skills carried out at Haiphong Foreign Language Centre as
described in the next chapters.
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CHAPTER 2: METHODOLOGY
This chapter deals with the subjects of the study and the data collection instruments
as well as the procedures of collecting data for the study.
2.1. Subjects of the study
The subjects taking part in the study include 45 intermediate learners in two classes
at Haiphong Foreign Language Centre. Most of these learners had finished level A and
level B at the centre and other centres. 40 of them are students from universities and
colleges in the city, and the others are working for companies in Haiphong. All of them are
really interested in learning English, especially speaking and listening skills, which are
very necessary for their job now or in the future.
2.2. Data collection instruments
The data collection instruments used in this study is questionnaires. Questionnaire
is considered the most common method of data collection in a survey research. “The major
reason that questionnaires are widely used in survey research is they require less time, and
therefore less expense, than do interview or observation.” (Johnson, 1987)
Also, according to Johnson (1987) items in questionnaires can be open-ended in
format, allowing respondent to reply in their own words, or closed, requires the respondent
to select one from among a limited number of responses. While closed question format,
such as multiple choice, are useful for obtaining quantitative information and are easier to
analyze, open-ended questions can be useful for gathering qualitative information and for
discovering new variables in responses.
For such reasons above, the writer decided to use questionnaires in her study. In
order to complete the research paper, two questionnaires are delivered to students. The first
questionnaire (pre-questionnaire) is used to collect their information on the learners‟
attitude toward the use of short stories in learning listening and speaking skills. The second

, 2010. When giving the
questionnaire, the writer met the students of two classes and spent 10 minutes explaining
with the requirements of the 5 questions and some difficult terms. This helped the students
understand all the questions clearly, then they could give the answers which best described
their ideas and opinions. The writer also explained to them that these 5 questions aimed at
gathering information about their attitudes toward the use of short stories in learning
listening and speaking skills.
19

Data collected from the students‟ answers to the first questionnaire was used as the
basis for the selection of short stories and for developing lessons plans to meet students‟
needs and interests.
In eight weeks (from April 8
th
, 2010 to June 3
rd
, 2010) the writer integrated short
stories in the speaking and listening lessons. Then on the ninth week (June 8
th
, 2010), the
second questionnaire was distributed to students to get their feedback on the effects of
short stories in teaching listening and speaking skills.
The data collected after the eight week of integrating short stories were analyzed to
verify the achievements and identify shortcomings of using stories in speaking and
listening lessons. Results of the questionnaires and data analysis will be presented in the
next chapter.
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CHAPTER 3: RESULTS AND DISCUSSION
This chapter presents the results collected from questionnaires in two classes at