USING READER-RESPONSE THEORY TO TEACH SHORT STORIES TO FRESH -YEAR EFL STUDENTS
DOI:
https://doi.org/10.59266/houjs.2026.1192Từ khóa:
fresh-year EFL students, RRT, short stories teaching, critical theoryTóm tắt
The Reader-Response Theory (RRT) considers learners as an active participant in extracting meaning from a literary work, depending on his/her prior experience. Teaching English literature critically enables readers to connect the written text to their prior knowledge and to build a sense of the work. Fresh -year students' inability to comprehend and critically analyze a brief academic text revealed that they are not familiar with the various reading genres. Thus, the study question is: How much does the RRT aid in the skill development of EFL (English as a Foreign Language) students? The project intends to teach fresh-year students about short stories by introducing and utilizing the RRT. 100 students from the faculty of Mechanical Engineering at the University of Economics-Technology for Industries(UNETI)participated in the current study, which utilizes a questionnaire, observation, and analysis of students' written assignments with the overall goal of collecting data as soon as possible. However, the findings showed that EFL students learned how to complete an academic written piece after using this strategy. Additionally, it strengthens their ability to think and increases their inventiveness.
Tài liệu tham khảo
Burn, A. (2005). Doing action research in English language teaching. Routledge.
Essberger, J. (n.d.). The chapel. EnglishClub. https://www.englishclub.com/reading/story-chapel.php
Holden, J., & Schmit, J. S. (Eds.). (2002). Inquiry and the literary text: Constructing discussions in the English classroom (Vol. 32). National Council of Teachers of English.
Josef Essberger. (n.d.). The chapel. EnglishClub. https://www.englishclub.com/reading/story-chapel.php
Karolides, N. J. (2000). Reader Response in Secondary and College Classrooms (2nd ed.). Lawrence Erlbaum Associates.
Mart, C. (2019). Reader-response theory and literature discussions: A springboard for exploring literary texts. The New Educational Review, 55(1), 78-87. https://doi.org/10.15804/tner.2019.55.1.06
Ningrum, C. H. (2018). The use of reader- response theory to teach reading narrative text for tenth graders of senior high school. RETAIN, 6(1), 95-103. https://core.ac.uk/download/pdf/230779075.pdf
Purves, A. C., & Rippere, V. (1968). Elements of writing about a literary work: A study of response to literature. National Council of Teachers of English.
Rosenblatt, L. M. (1988). Writing and reading: The transactional theory. University of Illinois at Urbana-Champaign.
Rosenblatt, L. M. (2005). Making meaning with texts: Selected essays. Heinemann.
Rosenblatt, V., Worthley, R., & MacNab, B. (2013). From Contact to Development in Experiential Cultural Intelligence Education: The Mediating Influence of Expectancy Disconfirmation. Academy of Management Learning & Education, 12(3), 356-379.
Schmidt, J. (2002). Practicing critical thinking through inquiry into literature. In J. Holden & J. S. Schmit (Eds.), Inquiry and the literary text: Constructing discussions in the English classroom (pp. 104-112). National Council of Teachers of English.
Spirovska, E. (2019). Reader-response theory and approach: Applications, values and significance for students in literature courses. SEEU Review, 14(1), 20-35. https://doi.org/10.2478/seeur-2019-0003
Truong, T. M. V. (2009). The Relevance of Literary Texts, Learner Attitudes, and Teacher Approaches: The Case of a Vietnamese University. Asian EFL Journal, 11(2), 244-265.
Tyson, L. (2006). Critical theory: A user- friendly guide (2nd ed.). Routledge.
Wolfgang, I. (2000). Prospecting: From reader response to literary anthropology. The Johns Hopkins University Press.
Yang, A. (2002). Science fiction in the EFL class. Language, Culture and Curriculum, 15(1), 50-60. https://doi.org/10.1080/07908310208666632
