Field: Methodology Course: K12. M.A Minor Thesis By: Nguyen Hong Quyen

1. Integrating short stories and poems in developing the reading skills for 2nd year students in Haiphong university Field: Methodology Course: K12. M.A Minor Thesis By: Nguyen Hong Quyen Supervisor: Nguyen Thuy Huong, M.A

2. Introduction • Rationale: • The importance of learning English in the industrial world. • The situation of learning and teaching English in Haiphong University. • The course “literature in language teaching” delivered by Mr.Baurain • Aims: • Study the values of literature in language teaching • Integrate short stories and poems in teaching reading comprehension • Introduce techniques to integrate literary texts in the reading class. • Scope: • Short stories and narrative poems • Object: • 2nd year students at English Dept. in Haiphong University • Method: • Quantitative method

3. Introduction • Design:Five chapters • Chapter I:Introduction: briefly presents the reason for doing the study, its aims, scope, subjects as well as research methodology. • Chapter II: Literature review: presents an overview of what is literature, its values in language teaching and how it relates to reading. • Chapter III: Methodology: studies the reason for choosing the research methodology and the description of the setting, subject and instrument for collecting data • Chapter IV: Data analysis and results: provides data description and analysis with finding. • Chapter V:Conclusion and Recommendation: suggests teaching techiques and conclusion.

4. The focus of the study • Pointing out the values of literature included short stories and poem in language teaching and finding the way to integrate short stories and poems into the reading classroom to develop reading skills for 2nd year students in HPU. • Literature and why use literary texts in the language classroom. • Literature: • tranfers both entertainment and lesson to the reader • Literature: • Authentic materials • Cultural and language enrichment • Personal involvement

5. The focus of the study • The potential values of short stories and poems in the ESL classroom. • Arouse students’ strong feeling and provoke positive reaction. • Make language class enjoyable • Develop vocabulary and cultural knowledge • Develop critical reading and writing • Literature and reading: • The reader and the text • Links between reading skills and literary skills • Efferent reading and aesthetic reading  It is applicable to integrate short stories and poems in the reading class

6. The experiment • Setting: • English Department of HPU • Participants: • 40 studentsof 2nd year • Language level: uper-intermediate • Time: • At the beginning of 2nd term • 13 weeks

7. Methodology • Quantitative research method • Aims at measuring a hypothesis • Questionnaires: • Easy and time saving • Meet the aims of the study • Economical and suitable with the situation in HPU • Description: • Two questionnaires: • Attitude of students toward literary texts • Effects of using short stories and poems in teaching and learning reading • Method of collecting data: • At the end of term, 2 weeks before the final exam.

8. Results and Findings • Results: • Pointed out that integrating short stories and poems in reading class makes the lesson more enjoyable and helps enhance students’ reading skills. • Most students like short stories and poems than novel and drama • 75% of students found short stories and poems interesting and help promote their creativity • 64% of students agreed that reading short stories and poems makes them feel eager to answer comprehension questions.

9. Results and Findings • Majority of students think that they can learn new words and remember them longer in the context of a short story • 75% students are interested in interpreting the characters of the story or the figurative language in the poem • All students like working with activities in post-reading phase(eg: turn the poem into a pop song, writing a new ending of a short story,etc.) • All students had positive reaction after reading short stories and poems and agreed that these literary texts enhanced their reading skills • Many suggestions are given to make the lesson more effective

10. Results and Findings  • It is advisable to integrate literary texts in the language classroom. • Students’ reading skills can be developed through the reading of short stories and poems.

11. Recommendation • Introduced techniques to integrate short stories and poems in teaching reading. • Selecting and evaluating the texts • Anticipating students’ problems • Suggested activities to use with short stories and poems in reading classes • Giving some keys using literary texts in reading classes

12. Limitation and Suggestion for further research • Limitation • Only one semester doing the experiment • Only 40 participants and no teacher • Inexperienced • Suggestion for further research • Using literature at lower level • Using literature with mixed ability language classes • Literature in the teaching of listening, speaking, writing, etc. • Using literature to teach culture in the language classroom

13. Thank you for your attention!