Evaluating the effectiveness of Short Stories as teaching tools on Sixth-Preparatory Students’ Language Proficiency in Iraqi Schools.

This study investigates the efficacy of integrating short stories into the curriculum of sixth-grade English classes to enhance English language proficiency among students in the Basra Governorate Center. It also explores the challenges encountered by teachers in teaching short stories. Eighty-nine experienced English language teachers participated in the study, responding to a questionnaire comprising ten questions, including seven closed questions and three open ones. Findings reveal that short stories significantly contribute to vocabulary expansion, language skill development, and critical thinking enhancement among students. Nevertheless, teachers face challenges such as time constraints, curriculum density, students' low proficiency levels, creativity deficiency, and inadequate lesson preparation, culminating in psychological and physical strain on teachers. These challenges have a negative relationship with each other, each one amplifying the effect of the other, culminating in an escalated negative effect on both the teacher and student. Based on the study results, the study suggests providing communication and cooperation between teachers and providing training courses for teachers on time management and allocating time effectively for teaching subjects.