Integrating Short Stories to Enhance Composition Writing in Secondary EFL Learners
Abstract: This study investigates the effectiveness of integrating short stories into English as a Foreign Language instruction to enhance composition writing skills among secondary school students. A quantitative descriptive analytical design was employed using a pre-test and post-test framework with a sample of 80 students, alongside a structured questionnaire administered to 30 teachers. Data were analyzed using SPSS, applying descriptive statistics and correlation analysis. The findings indicate that students initially demonstrated weak writing performance, with mean scores around 53 percent, while post intervention results for the experimental group improved significantly to approximately 69.5 percent compared to 56.7 percent in the control group. The results suggest a positive relationship between short story instruction and improved writing skills, particularly in spelling, punctuation, and organization. The study concludes that literature-based instruction enhances both linguistic competence and learner motivation, recommending curriculum integration of short stories to strengthen writing pedagogy in secondary education.
Keywords: EFL writing instruction, short stories, composition skills, secondary education, literature based pedagogy, writing development
How to Cite?: Dr. Ahmed Juma Mohammed Juma, Dr. Musa Abubaker Musa Saleh, Dr. Mustafa Ahmed Mohammed Abdulmajid, "Integrating Short Stories to Enhance Composition Writing in Secondary EFL Learners", Volume 15 Issue 4, April 2026, International Journal of Science and Research (IJSR), Pages: 367-373, https://www.ijsr.net/getabstract.php?paperid=SR26401233959, DOI: https://dx.doi.org/10.21275/SR26401233959