The Impact of Short Stories in EFL Classrooms: Enhancing Language Skills, Attitudes, and Perceptions in Two Iranian Schools
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study investigates the impact of incorporating short stories into English as a Foreign Language (EFL) classrooms on students’ language skills, attitudes, and perceptions in two Iranian schools. The research demonstrates a significant influence and high level of agreement among the students, indicating that short stories substantially enhance language skills, critical thinking, creativity, and cultural understanding for both male and female students. The findings suggest that the integration of short stories can serve as a valuable pedagogical tool in EFL education, contributing to improved language acquisition and fostering a more engaging and culturally enriching learning environment. This study underscores the importance of literary texts in language education, advocating for the inclusion of diverse literary genres to promote comprehensive language development and intercultural competence. Further research is recommended to investigate the efficacy of short stories in varied educational settings, thereby validating these findings and extending their applicability across different contexts in EFL instruction.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it