Examining Teachers' and Students' Beliefs, Practices, and Challenges in Utilizing Short Stories in Reading Classes: A Case Study of Selected Secondary Schools in Gedeo Zone

Abstract

This research aimed to examine teachers' practices, beliefs, and challenges in utilizing short stories in reading classes in selected secondary schools in Gede'o Zone, Ethiopia. Using both qualitative and quantitative approaches with a descriptive design, the study involved 250 students and 12 English teachers. Data was collected through questionnaires, semi-structured interviews, and classroom observations. The results reveal that both teachers and students have a positive view of the educational value of short stories. Teachers treasure the stories for their readability, brevity, and the fact that they raise students' self-awareness of numerous different modes of writing, cultures, and perspectives and essentially enrich students' vocabulary. Nonetheless, a big difference exists between students' preferences for learning and the methods used to deliver content.  Bridging this gap could enhance the outcomes of language learning. Teachers have also noticed that students' interest and comprehension are sometimes diminished by technical jargon in textbooks, which frequently exceeds their comprehension levels. Also, not much difference is observed when compared with the results of reading strategies, motivational methods, or in brainstorming sessions. If these issues are addressed, then the potential of short stories for being tools for learning a language is likely to be very much increased.