problem, but also it is a global problem in EFL Asian language classes where teachers do not adopt a strategy to cope with the EFL students. Although, several problems of vocabulary acquisition have been identified through using short stories, the role of short stories needs to be taken into consideration in improving vocabulary in the EFL classroom (Mubarak, 2012). This is because learning and mastering vocabulary pose many difficulties for EFL learners. This is due to various reasons, including the lack of target language exposure, inappropriate methodology, boring teaching and learning materials used inside the classroom (Mubarak, 2012). Purpose of the Study Previously, several studies have attempted to observe the reasons behind lack of students’ interactions in the EFL classroom. Many researchers have tried to explore the role of short stories in increasing students’ communication in the EFL classes. According to the new trends in language teaching, the initial steps of teaching any language involve teaching vocabulary. Therefore, based on the arguments mentioned in the introduction and the problem statement of the study, the researcher aims to find out teachers’ and students’ perceptions towards using short stories in their English classes. This study also tries to find out what strategies are used by teachers to improve vocabulary through using short stories in the EFL classroom. More specifically, the researcher will try to find answers to the following questions:
FINDINGS AND DISCUSSIONS Presentation This chapter presents and discusses the results of the students’ and teachers’ questionnaires. The results were analyzed according to the collected data from the students’ and teachers’ opinions toward the role of teaching vocabulary through using short stories in the EFL classroom. Teachers’ and students’ views are analyzed separately. Students’ perspectives are compared according to their gender and college to see whether they have statistically different opinions. Teachers’ perspectives are compared according to their gender and years of experience. The statements are arranged from the highest mean score to the lowest mean. Two tables are designed for presenting each student’s and teacher’s perceptions based on each research question. Then, discussion and findings are provided for each statement. Students’ Perceptions about the Role of Short Stories to Improve Vocabulary As it can be seen on table 3, most of the students (71%) with a mean score of 4.11 stated that learning vocabulary through short stories helps them to enrich their vocabulary knowledge. Additionally, the results of the statements 3, 4, 5, 6 and 7 can be analyzed as the main reasons of improving students’ vocabulary through studying short stories. Table 3
Students’ Opinions about the Role of Short Stories in Vocabulary Acquisition Learning vocabulary through short stories helps me to: St. N 1. Never 2. Rarely 3. Sometimes 4. Often 5. Always Frequency Percent Mean Std. D S1. Enrich vocabulary knowledge. 100 N R ST O A 1 0 28 29 42 1 % 0 % 28 % 29 % 42 % 4.11 .88 S5. Follow the events of the story. 100 N R ST O A 2 4 33 24 37 2 % 4 % 33 % 24 % 37 % 3.90 1.02 S6. Connect the events with the real situations of life. 100 N R ST O A 1 12 26 24 37 1 % 12 % 26 % 24 % 37 % 3.84 1.08 S3. Be familiar with English culture. 100 N R ST O A 1 13 31 26 29 1 % 13 % 31 % 26 % 29 % 3.69 1.06 S7. Acquire expressions which are easy to use in daily routines. 100 N R ST O A 1 10 36 35 18 1 % 10 % 36 % 35 % 18 % 3.59 .93 S4. Use literary words in their right context. 100 N R ST O A 0 14 37 38 11 0 % 14 % 37 % 38 % 11 % 3.46 .86
Table 4 Students’ Opinions about the Role of Short Stories in Improving Receptive and Productive Vocabulary Learning vocabulary through short stories helps me to: St. N 1. Never 2. Rarely 3. Sometimes 4. Often 5. Always Frequency Percent Mean Std. D S10. Learn words which I have not seen before. 100 N R ST O A 5 0 10 26 59 5 % 0 % 10 % 26 % 59 % 4.34 1.01 S9. Develop productive vocabulary. 100 N R ST O A 2 7 30 27 34 2 % 7 % 30 % 27 % 34 % 3.84 1.04 S2. Use words in speaking and writing. 100 N R ST O A 0 6 36 27 31 0 % 6 % 36% 27 % 31 % 3.83 .94 S8. Enhance receptive vocabulary. 100 N R ST O A 2 9 30 34 25 2 % 9 % 30 % 34 % 25 % 3.71 1.00 Concerning statement eight table 4, whether short stories enhance students’ receptive vocabulary, 59% of the respondents stated ‘always’ or ‘often’, 30% stated and 11% answered ‘never’ or ‘rarely’. This indicates that students believe short stories develop their productive vocabulary more than receptive vocabulary. This is opposite of the findings outlined in the
Table 6 Students’ Perceptions about Teachers’ Strategies they use to Improve Students’ Receptive and Productive Vocabulary the strategy that teachers use to improve my vocabulary acquisition through the short stories are: St. N 1. Never 2. Rarely 3. Sometimes 4. Often 5. Always Frequency Percent Mean Std. D S7. Writing every new words and expressions. 100 N R ST O A 4 7 16 33 40 4 % 7 % 16 % 33 % 40 % 3.98 1.10 S8. Encouraging discussion to use words in the right context. 100 N R ST O A 7 16 23 26 28 7 % 16 % 23 % 26 % 28 % 3.52 1.25 S6. Discussing literary words in various contexts. 100 N R ST O A 7 16 41 22 14 7% 16% 41% 22% 14% 3.20 1.09 S4. Using reading techniques to understand the text. 100 N R ST O A 11 22 34 21 12 11% 22% 34% 21% 12% 3.01 1.16 S5. Using listening techniques to understand the text. 100 N R ST O A 41 38 10 7 4 41% 38% 10% 7% 4% 1.95 1.07
Table 7 Students’ Attitudes towards the Difficulties of Vocabulary Acquisition in Short Stories My attitude toward developing vocabulary acquisition through short stories are: St. N 1. Never 2. Rarely 3. Sometimes 4. Often 5. Always Frequency Percent Mean Std. D S10. I learn new words when I am interested with title of the short story. 100 N R ST O A 2 5 16 29 48 2% 5% 16% 29% 48% 4.16 1.00 S8. I have problem with using my vocabulary knowledge to paraphrase texts in short story. 100 N R ST O A 5 13 32 32 18 5% 13% 32% 32% 18% 3.45 1.08 S9. I have problems with Comprehending English culture differences in vocabulary usage. 100 N R ST O A 7 15 42 26 10 7% 15% 42% 26% 10% 3.17 1.03 S6. I have difficulty with mastering the meaning of words. 100 N R ST O A 6 18 47 24 5 6% 18% 47% 24% 5% 3.04 .93 S7. I have difficulty to acquire synonyms through studying short stories. 100 N R ST O A 8 21 43 16 12 8% 21% 43% 16% 12% 3.03 1.08
short stories with compare to the students of the College of Basic-Education. The significant different of statement seven research question 3, statement two research question 1 and statement four research question 2 are meaningful, because their score means are not close to each other. On the other hand the statements presented different significant relationships at the value .005 levels. Table 10 Independent Sample T-test for Colleges St. N Statements C N M SD M.D T Sig. S3 Providing opportunity to learn synonyms. (Q2) Edu B-Edu 52 48 3.15 2.79 1.21 1.48 .362- 1.340 1.329 .025 S2 Use words in speaking and writing. (Q1) Edu B-Edu 52 48 3.78 3.87 1.03 .84 -.149- -.839- -.846- .017 S4 Using reading techniques to understand the text. (Q2) Edu B-Edu 52 48 2.96 3.06 1.32 .97 -.100- -.430- -.435- .010 S8 I have problem with using my vocabulary knowledge to paraphrase texts in short story. (Q3) Edu B-Edu 52 48 2.96 3.16 .96 1.22 -.205- -.932- -.923- .010 S7 I have difficulty to acquire synonyms through studying short stories. (Q3) Edu B-Edu 52 48 3.01 3.04 .874 1.28 -.022- -.103- -.101- .003 In statement three research question 2, to the statement of providing opportunity to learn synonyms, the Education College obtained higher score (M=3.15, SD=1.21), than College (M=2.79, SD=1.48). These two groups have different opinions at the score M.D=.362- at the significant difference (P=.025). It seemed the students of Education College
Teachers’ Opinions about the Role of Short Stories for Improving Vocabulary In this section the data was analyzed from teachers’ opinions about the role of short stories in improving vocabulary, as can be seen in table 12 below: Table 12 Teachers’ Opinions about the Role of Short Stories in Vocabulary Acquisition Studying short stories helps students to: St. N 1. Never 2. Rarely 3. Sometimes 4. Often 5. Always Frequency Percent Mean Std. D
S1. Learn new English vocabulary. 100 N R ST O A 0 0 4 3 13 0% 0% 20% 15% 65% 4.45 .82 S5. Enhance vocabulary acquisition 100 N R ST O A 0 0 3 7 10 0% 0% 15% 35% 50% 4.35 .74 S3. Use literary words in their right context. 100 N R ST O A 0 1 5 7 7 0% 5% 25% 35% 35% 4.00 .91 S2. Learn new words about the target culture and then compare with their own culture. 100 N R ST O A 0 0 4 14 2 0% 0% 20% 70% 10% 3.90 .55 S4. Use the text book to increase the comprehension of the story 100 N R ST O A 0 1 8 5 6 0% 5% 40.0 25.0 30.0 3.80 .95 As can be seen in Table 12, most of the teachers (80%) stated that studying short stories ‘always’ or ‘often’ helps students to learn new English vocabulary M= 4.45. These findings are supported by Sarıçoban’s (2001) opinion that short stories with their controlled length allow the instructors to teach the four language skills to all levels. In addition, teachers believed that short stories enhance students’ vocabulary acquisition (St 5, M= 4.35, SD= .74). According to Murdoch (2002) teachers may think that short stories utilize themes which may encourage students’ vocabulary acquisition.
O A 10 7 50% 35% S10. Learn phrasal structures. 100 N R ST O A 0 1 4 10 5 0% 5% 20% 50% 25% 3.95 .82 S8. Learn the main literary terms about short stories. 100 N R ST O A 0 0 7 8 5 0% 0% 35% 40% 25% 3.90 .78 S7. Develop productive vocabulary. 100 N R ST O A 0 0 8 7 5 0% 0% 40% 35% 25% 3.85 .81 S9. Acquire expressions which are used in daily routines. 100 N R ST O A 0 1 4 12 3 0% 5% 20% 60% 15% 3.85 .74 As regard to statement six (table 13) about short story helping to improve students’ receptive vocabulary, the highest percentage of teachers accepted this item (M= 4.20, SD= .82). Regarding statement ten, teachers stated that phrasal structures can be considered as the most difficult aspect for students in the EFL classroom (St 10, M= 3.95, SD= .82). This may be because of their literal and idiomatic meanings, the fact that meanings cannot be deduced from the constructive elements and also the complexity of the position of particles (Dilin, 2011). Furthermore, the result of the last query of research question one demonstrated
10% S8. Using context clues in the sentence to figure out the word’s meaning. 100 N R ST O A 4 4 6 5 1 20% 20% 30% 25% 5% 2.75 1.20 S10. Setting up a review schedule in which new words are elicited. 100 N R ST O A 1 8 9 1 1 5% 40% 45% 5% 5% 2.65 .87 S3. Explaining the meaning of new words and the way of using them in written contexts. 100 N R ST O A 4 8 4 4 0 20% 40% 20% 20% 0% 2.40 1.04 Regarding the strategy of using contextual clues in the sentence to figure out the words’ meaning, teachers sometimes used this strategy to teach short story in the EFL classroom (St 8, M= 2.75, SD= 1.20) . This strategy is considered as a key strategy for teaching vocabulary, it is also referred to as interactive word wall strategy & , 2012). Concerning the statement about the strategy of setting up a review schedule, the responses stated that teachers sometimes use this strategy (St 10, M= 2.65, SD= .87). As can be imagined, this strategy either is not widely used by teachers or it is used occasionally, depending on the class discussions. In responses to statement three, the strategy of explaining the meaning of new words and the method of using them in written contexts, teachers rejected
book. ST O A 10 5 1 50% 25% 5% S5. Using reading techniques to understand the text. N R ST O A 4 5 2 4 5 20% 25% 10% 20% 25% 3.05 1.53 S9. Providing speaking simulations which enable the students to use the new words in a natural situation. N R ST O A 1 5 9 4 1 5% 25% 45% 20% 5% 2.95 .94 S4. Listening to word phrases in authentic sounding dialogues N R ST O A 9 8 3 0 0 45% 40% 15% 0% 0% 1.75 .85 Relating to statement five, teachers indicated that they use the strategy of using reading techniques in teaching short stories (M= 3.05, SD= 1.53). With regards to the strategy of providing speaking simulations which enable students to use the new words in a natural situation, teachers reported that sometimes they use this strategy (M= 2.95, SD= .94). The result showed that this strategy might be changed according to the teachers’ lesson plans. This strategy has been identified as vocabulary journals, whereby students use to demonstrate their word experience and identify new words & , 2012). In statement four, the strategy of listening to word phrases in authentic sounding dialogues, was rejected by instructors to use in teaching short stories (M= 1.75, SD= .85). It can be seen that both listening and reading techniques were not widely applied as main strategies to improve vocabulary by teachers in teaching short stories, thus receptive vocabulary acquisition might be reduced (Nation, 2001). Figure 9 below
The other three statements: teaching vocabulary in short stories, acquiring vocabulary through reading and speaking in short stories, although only mentioned by one or two respondents, also played an effective role in vocabulary acquisition. Table 16 presents the results of the teachers’ attitudes to improve students’ vocabulary through short stories. According to statement three, the responses stated that teachers believed sometimes it is hard to teach vocabulary through listening to a short story (M= 2.70, SD= 1.12). This might be because teachers are not aware of the effect of the language skills including listening skill in teaching short stories. In addition to that, in terms of productive vocabulary, teachers claimed that sometimes it is the difficult to acquire vocabulary through writing (St 4, M= 2.60, SD= .82). Table 16 Teachers’ Attitudes towards Improving Students’ Receptive and Productive Vocabulary My attitudes toward improving students’ vocabulary acquisition through short story are: St. N 1. Never 2. Rarely 3. Sometimes 4. Often 5. Always Frequency Percent Mean Std. D S3. It is difficult to acquire vocabulary through listening to short stories. 100 N R ST O 3 6 6 4 15% 30% 30% 20% 2.70 1.12
A 1 5% S4. It is difficult to acquire vocabulary in short stories through writing. 100 N R ST O A 2 6 10 2 0 10% 30% 50% 10% 0% 2.60 .82 S5. It is difficult to acquire vocabulary in short stories through speaking. 100 N R ST O A 7 4 5 3 1 25% 15% 5% 2.35 1.26 S2. It is difficult to acquire vocabulary through reading short stories. 100 N R ST O A 9 6 4 1 0 45% 30% 20% 5% 0% 1.85 .93 S1. It is hard to teach vocabulary in short stories. 100 N R ST O A 0 11 6 3 0 0% 55% 30% 15% 0% 1.60 .75 This indicates that some teachers regarded writing skills as a productive technique, while some others believed sometimes students’ face difficulty in acquiring vocabulary through writing. This might be because of the time limitation in the class or ambiguity of some literary expressions in short stories or lack of awareness in translating words from their native language to the target language (Folse, 2004). Regarding to the statement of acquiring vocabulary in short stories through speaking, teachers claimed that sometimes it is difficult for students to acquire vocabulary through speaking skill (M= 2.35, SD= 1.26). The reason might be based on the lack of discussion by
Regarding statement eight (table 17), the majority of teachers claimed that students face difficulty in paraphrasing texts in short stories (M= 3.95, SD= .94). Teachers believe that the difficulty of paraphrasing texts lead students to fail in their course exams (Sabir, 2010). Part of the reason might be dependent on the teachers’ writing techniques in teaching short stories and their objectives towards improving vocabulary. Another reason might be linked with the students’ lack of vocabulary knowledge (Nation, 2001). Table 17 Teachers’ Attitudes towards Improving Students’ Vocabulary in Short Stories My attitudes toward improving students’ vocabulary acquisition through short story are: St. N 1. Never 2. Rarely 3. Sometimes 4. Often 5. Always Frequency Percent Mean Std. D S8. Students have problems with paraphrasing texts in short stories. 100 N R ST O A 0 1 6 6 7 0% 5% 30% 30% 35% 3.95 .94 S9. Students’ interest in the title of the short stories affects vocabulary acquisition. 100 N R ST O A 0 2 4 9 5 0% 10% 20% 45% 25% 3.85 .93 S6. Students have difficulty with synonyms. 100 N R ST O 0 0 8 8 0% 0% 40% 40% 3.80 .76
A 4 20% S7. Students have difficulty with multi word senses in short stories. 100 N R ST O A 0 1 6 10 3 0. % 5% 30% 50% 15% 3.75 .78 S10. Students have problems with culture differences in vocabulary usage. 100 N R ST O A 0 1 9 8 2 0% 5% 45% 40% 10% 3.55 .75 In terms of how students’ interest in the title of the short story affects vocabulary acquisition, the teachers supported this item (St 9, M= 3.85, SD= .93). This indicates that teachers should focus on students’ age, level and needs, when they choose the title of short stories which might enhance vocabulary acquisition consequently (Cameron, 2001). Responding to the statement six, teachers stated that students have difficulty with synonyms in short stories (M= 3.80, SD= .76). Teachers claimed that students have serious problems in identifying synonyms to describe words in short stories. Relative to the difficulty of multi word senses in short stories, teachers stated that students have difficulty in recognizing and using multi-word senses (St 7, M= 3.75, SD= .78). This finding is almost the same with the one about students’ learning synonyms. Therefore, it can be expected that synonyms and multi word senses of words have affected students’ vocabulary acquisition accordingly. On the other hand 30% of the responses stated ‘sometimes’ multi-word senses represent challenges to the students in short stories. This may be true particularly when students concentrate on the summary of events that they get from the internet rather than the original texts that they have to deal with for their daily assignments.
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Appendix D SAMPLE T-TEST OF STUDENTS’ ATTITUDES ACCORDING TO THEIR GENDER Students’ Perceptions towards the Role of Short Stories according to their Gender St. N Statements G N M SD Sig. S1 Enrich vocabulary knowledge. M F 34 66 3.9412 4.1970 .95159 .84525 .776 S2 Use words in speaking and writing. M F 34 66 3.6765 3.9091 .91189 .95639 .527 S3 Be familiar with English culture. M F 34 66 3.5882 3.7424 1.04787 1.07146 .866 S4 Use literary words in their right context. M F 34 66 3.4706 3.4545 .86112 .88024 .848 S5 Go on with the events of the story. M F 34 66 3.8529 3.9242 1.07682 .99708 .738 S6 Connect the events with the real situations of life. M F 34 66 3.7647 3.8788 1.07475 1.10266 .739 S7 Acquire expressions which are easy to use in daily routines. M F 34 66 3.6765 3.5455 .97610 .91453 .553
S8 Enhance receptive vocabulary. M F 34 66 3.6471 3.7424 .91725 1.05700 .133 S9 Develop productive vocabulary. M F 34 66 3.8529 3.8333 .89213 1.11746 .142 S10 Learn words which I haven’t seen before. M F 34 66 4.1176 4.4545 1.17460 .91453 .395 Students’ Perceptions towards the Strategies of Using Short Stories according to their Gender St. N Statements G N M SD Sig. S1 Teaching short stories through daily assignment. M F 34 66 3.6176 3.9545 1.18103 1.22074 .648 S2 Focus to each vocabulary item in context. M F 34 66 2.0294 2.5909 1.31392 1.31239 .197 S3 Providing opportunity to learn synonyms. M F 34 66 2.9118 3.0152 1.44322 1.31842 .268 S4 Using reading techniques to understand the text. M F 34 66 2.5882 3.2273 1.01854 1.18705 .248 S5 Using listening techniques to understand the text. M F 34 66 2.1471 1.8485 1.04830 1.08475 .960 S6 Discussing literary words in various contexts. M F 34 66 3.0882 3.2576 .86577 1.19371 .009 S7 Writing every new words and expressions in a note book. M F 34 66 3.9706 3.9848 1.05845 1.12991 .435
S8 Encouraging discussion to use words in the right context. M F 34 66 3.5882 3.4848 1.28199 1.24335 .731 S9 Setting up a review schedule in which words are elicited. M F 34 66 2.7647 2.7576 1.07475 1.08217 .871 S10 Providing chance to say words in a natural situation. M F 34 66 3.0294 3.5758 .90404 .044 Students’ Attitudes towards Using of Short Stories according to their Gender St. N Statements G N M SD Sig. S1 It is difficult to acquire vocabulary through reading a short story. M F 34 66 2.6471 2.6515 .84861 1.17004 .015 S2 It is difficult to acquire vocabulary through listening to a short story. M F 34 66 3.0294 2.6970 1.08670 1.20217 .231 S3 It is difficult to develop vocabulary through writing in a short story. M F 34 66 2.6765 2.8030 1.12062 1.08443 .277 S4 It is difficult to develop vocabulary in a short story through speaking. M F 34 66 2.7647 2.7879 1.12973 1.03054 .330 S5 I have difficulty with multi word senses in short stories. M F 34 66 3.4412 2.8636 1.07847 1.03606 .293 S6 I have difficulty with mastering the meaning of words. M F 34 66 3.3235 2.8939 .84282 .94672 .982 S7 I have difficulty to acquire synonyms through studying short stories. M F 34 66 2.9706 3.0606 1.14111 1.06524 .497
S8 I have problem with using my vocabulary knowledge to paraphrase texts in short story. M F 34 66 3.0294 3.0758 .99955 1.15440 .347 S9 I have problems with comprehending English culture differences in vocabulary usage. M F 34 66 3.3529 3.0758 .91725 1.08572 .707 S10 I learn new words when I am interested with title of the short story. M F 34 66 3.8824 4.1667 1.09447 1.15803 .763 Appendix E SAMPLE T-TEST OF STUDENTS’ ATTITUDES ACCORDING TO THEIR COLLEGE Students’ Perceptions towards the Role of Short Stories according to their College St. N Statements C N M SD Sig. S1 Enrich vocabulary knowledge. Edu Basic 52 48 4.0385 4.1875 .96936 .78973 .776 S2 Use words in speaking and writing. Edu Basic 52 48 3.7885 3.8750 1.03538 .84110 .527 S3 Be familiar with English culture. Edu Basic 52 48 3.5385 3.8542 1.11076 .98908 .866 S4 Use literary words in their right context. Edu Basic 52 48 3.2115 3.7292 .87080 .79197 .848 S5 Go on with the events of the story. Edu Basic 52 48 3.6923 4.1250 1.05790 .93683 .738 S6 Connect the events with the real situations of life. Edu Basic 52 48 3.8269 3.8542 1.02366 1.16673 .739 S7 Acquire expressions which are easy to use in daily routines. Edu Basic 52 48 3.5577 3.6250 .91638 .95928 .553
S8 Enhance receptive vocabulary. Edu Basic 52 48 3.6154 3.8125 1.06925 .93754 .133 S9 Develop productive vocabulary. Edu Basic 52 48 3.7692 3.9167 1.02164 1.02164 .142 S10 Learn words which I haven’t seen before. Edu Basic 52 48 4.2885 4.3958 1.07259 .96182 .395 Students’ Perceptions towards the Strategies of Using Short Stories according to their College St. N Statements C N M SD Sig. S1 Teaching short stories through daily assignment. Edu Basic 52 48 3.6154 4.0833 1.27038 1.10768 .069 S2 Focus to each vocabulary item in context. Edu Basic 52 48 2.4615 2.3333 1.22813 1.44889 .095 S3 Providing opportunity to learn synonyms. Edu Basic 52 48 3.1538 2.7917 1.21081 1.48694 .025 S4 Using reading techniques to understand the text. Edu Basic 52 48 2.9615 3.0625 1.32785 .97645 .010 S5 Using listening techniques to understand the text. Edu Basic 52 48 2.0000 1.8958 1.10258 1.05668 .148 S6 Discussing literary words in various contexts. Edu Basic 52 48 3.1154 3.2917 1.06004 1.12908 .405 S7 Writing every new words and expressions in a note book. Edu Basic 52 48 4.0385 3.9167 1.08396 1.12672 .701
S8 I have problem with using my vocabulary knowledge to paraphrase texts in short story. Edu Basic 52 48 2.9615 3.1667 .96936 1.22619 .010 S9 I have problems with comprehending English culture differences in vocabulary usage. Edu Basic 52 48 3.3077 3.0208 1.03920 1.02084 .233 S10 I learn new words when I am interested with title of the short story. Edu Basic 52 48 4.1923 3.9375 1.01050 1.26165 .153 Appendix F SAMPLE T-TEST OF TEACHERS’ ATTITUDES ACCORDING TO THEIR GENDER Teachers’ Perceptions towards the Role of Short Stories according to their Gender St. N Statements G N M SD Sig. S1 Learn new English vocabulary. M F 10 10 4.40 4.50 .30 .22 .146 S2 Learn new words about the target culture and then compare with their own culture. M F 10 10 3.80 4.00 .42 .66 .665 S3 Use literary words in their right context. M F 10 10 3.70 4.30 .94 .82 .765 S4 Use the text book to increase the comprehension of the story M F 10 10 3.50 4.10 .97 .87 .702 S5 Enhance vocabulary acquisition M F 10 10 4.30 4.40 .67 .84 .318 S6 Improve receptive vocabulary. M F 10 10 3.90 4.50 .56 .70 .167
S7 Develop productive vocabulary. M F 10 10 3.70 4.00 .94 .66 .037 S8 Learn the main literary terms about short stories. M F 10 10 3.70 4.10 .82 .73 .406 S9 Acquire expressions which are used in daily routines. M F 10 10 3.60 4.10 .84 .56 .116 S10 Learn phrasal words. M F 10 10 4.00 3.90 .94 .73 .824 Teachers’ Perceptions towards the Strategies of Teaching Short Stories according to their Gender St. N Statements G N M SD Sig. S1 Teaching short stories through the use of daily assignment. M F 10 10 4.00 4.20 .94 1.03 .500 S2 Describing the literary words in various contexts. M F 10 10 2.90 3.30 1.10 .67 .371 S3 Explaining the meaning of new words and the way of using them in written contexts. M F 10 10 2.60 2.20 .84 1.22 .146 S4 Listening to word phrases in authentic sounding dialogues M F 10 10 1.70 1.80 .67 1.03 .279 S5 Using reading techniques to understand the text. M F 10 10 2.50 3.60 1.26 1.64 .121 S6 Using speaking techniques in vocabulary acquisition. M F 10 10 3.40 3.80 .96 1,13 .283 S7 Writing new words and expressions in a note book. M F 10 10 3.20 3.10 .91 .73 .558
S8 Using context clues in the sentence to figure out the word’s meaning. M F 10 10 2.50 3.20 1.26 1.15 .328 S9 Providing speaking simulations which enable the students to use the new words in a natural situation. M F 10 10 2.60 3.30 .84 .94 .712 S10 Setting up a review schedule in which new words are elicited. M F 10 10 2.40 2.90 .69 .99 1.000 Teachers’ Attitudes towards Using Short Stories according to their Gender St. N Statements G N M SD Sig. S1 Learn new English vocabulary. M F 10 10 1.60 1.60 .84 .69 .433 S2 Learn new words about the target culture and then compare with their own culture. M F 10 10 1.80 1.90 .78 1.10 .250 S3 Use literary words in their right context. M F 10 10 2.70 2.70 .94 1.33 .216 S4 Use the text book to increase the comprehension of the story M F 10 10 2.60 2.60 1.07 .51 .034 S5 Enhance vocabulary acquisition M F 10 10 2.30 2.40 1.25 1.34 .734 S6 Improve receptive vocabulary. M F 10 10 3.70 3.90 .67 .87 .366 S7 Develop productive vocabulary. M F 10 10 3.70 3.80 .82 .78 .923
S8 Learn the main literary terms about short stories. M F 10 10 4.00 3.90 .94 .99 .228 S9 Acquire expressions which are used in daily routines. M F 10 10 4.00 3.70 .81 1.05 .397 S10 Learn phrasal words. M F 10 10 3.20 3.90 .63 .73 .757 Appendix G LSD RESULTS OF TEACHERS’ ATTITUDES ACCORDING TO THEIR YEARS OF EXPERIENCE Teachers’ Perceptions towards the Role of Short Stories based on their Years of Experience St. N Statements Years of Experience N M SD Sig. S1 Learn new English vocabulary. 1-5 6 4.8333 .40825 .051 5-10 7 4.7143 .75593 10+ 7 3.8571 .89974 S2 Learn new words about the target culture and then compare with their own culture. 1-5 6 4.0000 .89443 .881 5-10 7 3.8571 .37796 10+ 7 3.8571 .37796 S3 Use literary words in their right context. 1-5 6 4.3333 .81650 .594 5-10 7 3.8571 .89974 10+ 7 3.8571 1.06904 S4 Use the text book to increase the comprehension of the story 1-5 6 4.3333 1.03280 .273 5-10 7 3.5714 1.13389 10+ 7 3.5714 .53452 S5 Enhance vocabulary acquisition 1-5 6 4.5000 .83666 .316 5-10 7 4.5714 .53452 10+ 7 4.0000 .81650 S6 Improve receptive vocabulary. 1-5 6 4.3333 .51640 .868 5-10 7 4.1429 .89974 10+ 7 4.1429 .69007