Argudo Serrano, JuanitaAstudillo Tapia , Byron Teodoro2024-06-282024-06-282024Astudillo Tapia, B. T., & Argudo-Serrano, J. (2024). The Use of Short Stories to improve English proficiency in Sixth Graders. Runas. Journal of Education and Culture, 5(9), e240159. https://doi.org/10.46652/runas.v5i9.15919BT-2024-TEI19https://dspace.ucacue.edu.ec/handle/ucacue/17860Existing research suggests that short stories are an engaging and immersive experience that actively stimulates foreign language students' imagination and promotes their interest in language acquisition; they can also foster empathy, critical thinking, and creativity, all of which are essential tools for language development. By bringing short stories into the language classroom, a variety of narratives, characters, and cross-cultural experiences might be met. This research examines English as a Foreign Language (EFL) students’ improvement and perceptions of the implementation of short stories into their English classes after a six-week period of exposure to it as a teaching-learning strategy. The findings of the investigation showed a slight difference in students’ language improvement after comparing the pre- and post-test results; however, students’ perceptions of the implementation of short stories could bring insights into the English classrooms to enhance students’ language skills, promoting passion for reading, and encouraging critical thinking.application/pdf12 páginasenginfo:eu-repo/semantics/openAccessENGLISH PROFICIENCY; READING; TEACHING STRATEGY; STUDENTS’ PERCEPTIONSinfo:eu-repo/semantics/articlehttps://doi.org/10.46652/runas.v5i9.159Runas. Journal of Education and Culture