IMPROVING THE METHODOLOGY OF TEACHING SHORT STORIES IN HIGHER EDUCATION LITERATURE CLASSES
Keywords:
short stories, literature teaching, higher education, student-centered learning, digital pedagogy, collaborative learning, critical thinking, formative assessment, cultural inclusivity, inquiry-based learning.Abstract
This study explores the improvement of methodologies used in teaching short stories in higher education literature classes. Drawing on recent pedagogical research, the paper examines the effectiveness of student-centered, collaborative, and technology-enhanced approaches in fostering deeper literary understanding and critical thinking skills. The study highlights the limitations of traditional lecture-based instruction and emphasizes the importance of interactive strategies such as inquiry-based learning, group discussions, and digital storytelling. Additionally, it considers the role of formative assessment and culturally responsive teaching in creating inclusive and engaging learning environments. The findings suggest that integrating innovative teaching methods not only enhances students’ analytical and interpretive abilities but also increases motivation and participation. The study concludes by recommending practical and adaptable strategies for educators to improve literature teaching practices in diverse higher education contexts.
Downloads
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Beach, R., Appleman, D., Hynds, S., & Wilhelm, J. (2018). Teaching literature to adolescents (3rd ed.). Routledge.
Bloxham, S., & Boyd, P. (2019). Developing effective assessment in higher education: A practical guide (2nd ed.). Open University Press.
Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
Damrosch, D. (2020). Comparing the literatures: Literary studies in a global age. Princeton University Press.
Gupta, S. (2023). Digital pedagogy and literature teaching in higher education. Journal of Educational Technology Studies, 15(2), 45–60.
Hmelo-Silver, C. E. (2019). Problem-based learning: What and how do students learn? Educational Psychology Review, 31(2), 235–266.
Janks, H. (2020). Critical literacy in action. Routledge.
Kern, R. (2018). Technology and language teaching. Oxford University Press.
Langer, J. A. (2019). Envisioning literature: Literary understanding and literature instruction. Teachers College Press.
Li, L., & Hafner, C. A. (2021). Mobile-assisted language learning and digital literacy. Language Learning & Technology, 25(2), 1–15.
Nguyen, T. T., & Tran, T. M. (2022). Collaborative learning in literature classrooms: Effects on student engagement. International Journal of Education Research, 110, 101–115.
Richards, J. C. (2022). Reflective teaching in second language classrooms. Cambridge University Press.
Robin, B. (2021). The power of digital storytelling in education. Educational Media International, 58(3), 201–214.
Savvidou, C. (2020). Integrating literature in the language classroom. ELT Journal, 74(1), 67–76.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
All content published in the Journal of Applied Science and Social Science (JASSS) is protected by copyright. Authors retain the copyright to their work, and grant JASSS the right to publish the work under a Creative Commons Attribution License (CC BY). This license allows others to distribute, remix, adapt, and build upon the work, even commercially, as long as they credit the author(s) for the original creation.
