Experimental study finds significant grammar improvement in intermediate EFL learners using short stories, indicating effective instructional strategy.
This study investigated the effect of reading short stories on grammar acquisition among intermediate EFL learners in Afghanistan. While prior research has primarily focused on reading comprehension or vocabulary, limited attention has been given to grammar learning through short stories in the Afghan EFL context. To achieve this purpose, twenty-six intermediate EFL learners aged 18-28 were divided into two groups. A pre-test and post-test on advanced English verb tenses were administered. The experimental group received grammar instruction through short stories, while the control group used non-literary materials. Statistical analysis using a one-way ANOVA revealed a significant improvement in the experimental group. The p-value was found to be lower than 0.05, showing a significant difference between the groups and supporting the effectiveness of short stories for grammar instruction. Article visualizations:
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Ghazala Kakar (2025) studied this question.
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