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This thesis examines the contribution of short stories to the development of reading, vocabulary, writing and speaking skills in English as a foreign language. Drawing on meta-analyses and empirical studies published in 2016–2026, it shows that short stories are most effective when they are combined with guided reading, repeated encounters with vocabulary and productive follow-up tasks. A four-stage instructional sequence is proposed for university English courses in Uzbekistan.
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o'g'li et al. (2026) studied this question.
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