UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y

EXTRANJEROS
Informe final del trabajo de Titulación previo a la obtención del título de
Licenciado/a en Pedagogía del Idioma Inglés.

Theme: Short Stories and Listening Skill

Author: Rivera Lagua Carlos David

Tutor: Calero Sanchez Ximena Alexandra

Ambato – Ecuador
2024
 Preliminary Pages
I. Title Page or Cover page
II. Tutor approval
III. Declaration page
IV. Board of Examiners Approval Page
V. Dedication
VI. Acknowledgements
VII. Table of Contents
VIII. Index of charts and graphs
IX. Abstract and summary

Chapter I.- Theoretical Framework

1.1 Research Background
1.2 Fulfillment of objectives
Chapter II.- Methodology
2.1 Materials
2.2 Methods

Chapter III.- Results and Discussion

3.1 Analysis and discussion of the results
3.2 Verification of the hypothesis
Chapter IV.- Conclusions and Recommendations
4.1 Conclusions
4.2 Recommendations
References

Annexes
 SUPERVISOR APPROVAL

CERTIFY:

I, Mg……(supervisor’s NAME)……………., holder of the I.D No. ………………….,

in my capacity as supervisor of the Research dissertation on the topic:
“…………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………….” investigated
by Miss/Mr./Mrs …………………………………….with I.D No. ……………………,
confirm that this research report meets the technical, scientific and regulatory
requirements, so the presentation of it is authorized to the corresponding organism in
order to be submitted for evaluation by the Qualifying Commission appointed by the
Directors Board.

……………………………………
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C.C. ……………..
 DECLARATION PAGE

I declare this undergraduate dissertation entitled

"…………………………………………………
.............................................................................................................................................
...................................................................................................
" is the result of the author’s investigation and has reached the conclusions and
recommendations described in the present study.

Comments expressed in this report are the author’s responsibility.

…………………………………….
(Student’s name)
I.D #

AUTHOR
TO THE DIRECTIVE COUNCIL OF FACULTAD DE CIENCIAS HUMANAS Y
DE LA EDUCACIÓN

The Board of Directors which has received the defense of the research dissertation with
the purpose of obtaining the academic degree with the topic
"……………………………………………………………………………………………
……………………………………………………………………………………………
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which is held
by……………………………………………………………………………
undergraduate student from Carrera de Idiomas, academic period ……………, and once
the research has been reviewed, it is approved because it complies with the basic,
technical, scientific and regulatory principles.

Therefore, the presentation before the pertinent organisms is authorized.

Ambato, December, 2017

REVISION COMMISSION

Mg.(2 A Mg. …………………

REVISER REVISER
 COPYRIGHT REUSE

I, Lourdes Abigail Toapanta Quishpe with I.D. No. 180514524-8, confer the rights of
this undergraduate dissertation "THE TECHNIQUE (VLP) VOCABULARY-
LANGUAGE AND PREDICTION IN THE DEVELOPMENT OF THE READING SKILL
IN THE STUDENTS OF SECOND YEAR OF UNIFIED GENERAL BACCALAUREATE
OF THE EDUCATIONAL UNIT LOS ANDES DEL CANTÓN PÍLLARO, PROVINCE
OF TUNGURAHUA ", and authorize its total reproduction or part of it, as long as it is
in accordance with the regulations of the Universidad Técnica de Ambato, without any
kind of profit from it.

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AUTHOR
DEDICATION

TO:

God for giving me the strength and

ability to keep going day by day and guide
me on the path of good, my parents as the
fundamental pillars, because without their
support and advice I could never have
achieved what I have achieved so far in my
life.

Cristine.
AKNOWLEDGEMENTS

First of all, I thank God for giving me life

and helping me to reach my goals, as well as my
parents who have supported me and made an effort
to give me a good education throughout my life. To
my teachers, for their teachings and transmit their
knowledge. First of all, I thank God for giving me
life and helping me to reach my goals, as well as
my parents who have supported me and made an
effort to give me a good education throughout my
life. To my teachers, for their teachings and
transmit their knowledge.

Cristine.
 Chapter I.
Theoretical Framework
1.1 Research Background
In order to support the study, research has been undertaken through a
comprehensive review of various sources such as academic papers, scholarly articles,
and theses. The studies within these sources present a wealth of information that
contributes significantly to the understanding of the Short Stories and influence on
listening skills.

Çetin (2020) conducted research whose main objective was find out if short
stories are beneficial for the development of language learners' listening skills. The
purpose of this study was to understand what student-teachers think about the use of
short digital stories in the classroom. The study was conducted at a state university in
Turkey, specifically students from a high school class from the university's English
teaching department. The study is action research in which data collection tools were
implemented, such as: a pre-test and a post-test, a structured interview and both
quantitative and qualitative components were included. The interview consisted of six
open-ended questions. Short digital stories for eight weeks, worksheets and different
handouts prepared by the researcher were used to develop this research. This research
demonstrated several advantages, improving students' listening skills, improving their
vocabulary, and providing familiarity with complex grammatical structures and with
different cultures. Furthmore, students expressed satisfaction with the implementation
of the short digital stories and found them useful in developing their listening skills.

Rahmawati and Rakhmawati (2022) develop research in Indonesia to examine

the effectiveness of stories as an alternative genre to engage students in the practice of
listening. For the development of this research, a quantitative approach was used, with a
pre-experimental design to demonstrate the effect of the audio of short stories on the
improvement of students' listening skills. The researcher decided to experiment with 23
first-year university students from the English Department of an Indonesian university.
To obtain the results, a pre-test and a post-test were chosen in order to demonstrate their
effect. The result indicates that students' scores have increased after the treatment. The
calculation of data with SPSS by considering Wilcoxon Rank Test results that there is
improvement which post-test scores are higher than pre-test ones, which is 53.70 >
80.87, and the significance is 0.000 < 0.05. The findings of this research demonstrated
that stories are an excellent tool to engage the practice of listening within the classroom.
The results indicate that short stories are an alternative genre to use, and they are more
interested in learning and improving their skills.

Akdamar et al. (2021) stated that the aim of this study was to investigate the
effects of digital storytelling on language learners' listening skills and their attitudes
towards the use of digital storytelling. For the development of this research, the authors
focused on 64 of 6° and 7° grade high school students from a school in Adana. For the
research, the authors opted for the use of a quasi-experimental design, dividing into two
control groups with pre-test and post-test. The researcher worked with listening
comprehension tests and the attitude scale for the collection of research data. This
research made it possible to reveal the differences that existed in the two working
groups, showing that the test group had greater competence in listening activities
compared to the control group. The findings showed how effective the application of
digital storytelling stories was in improving students' listening skills including their
level of motivation and thoughts, so students' attitudes towards digital storytelling were
positive and their motivation was significantly higher.

Mite and Ortega (2021) indicated in their study the influence that audio stories
have on the development of listening skills of the English language as a foreign
language. The study used a bibliographic and statistical research. The study was based
on a qualitative and quantitative approach. This study focused on eighth-grade students
of BGU at the Unidad Educativa "Manta". For the development of this research, a
survey consisting of fifteen statements was applied with which we wanted to know in
depth the development and listening comprehension of the students. On the other hand,
the teachers participated in an interview with seven open- ended questions to find out if
the use of audio stories is effective when teaching classes. The findings showed that if
the teacher knows how to choose the type of audio story for the students, it can be
considered effective.

Putri et al. (2019) stated in their research the importance of solving problems of
teaching English in the classroom specifically in listening skills. For the development of
the study the authors opted for an action-research in the classroom of one of the SMK
Kesehatan in Kabupaten Bandung Barat, this in order for the teacher to improve the
ability of the students in a learning process. The researchers within their method divided
it into cycles, and each cycle has four stages which are plan, implement, observation
and reflect, which has 4 activities per cycle. The adaptation of learning methods, such as
the use of applications that in this research is Listen English Audio Book, is a way to
capture the attention of students at the moment they are learning a new language, and a
different way of learning so that students do not lose interest in developing different
listening skills. The researchers conducted a pre-test before starting their development,
and a post-test to measure the students' ability in listening ability. The authors
concluded, that this can help the teacher to capture the attention of the students and a
different way in the learning process of the students.

Kurdi and Nizam (2022) mentioned that short stories have highlighted an
important role in the process of learning English as a Second Language (ESL). The
practice of incorporating short stories into ESL teaching has been a common area of
research. Researchers have been working to identify more efficient strategies to help
students improve their reading skills, and the inclusion of literary works in language
classes has been an alternative. Literature, especially short stories, can provide a number
of benefits to ESL students, as long as they are taught effectively by their instructors.
Studies demonstrate and discuss the possible ways in which literary works and short
stories can be harnessed in ESL classrooms. After a thorough analysis of the primary
findings of these articles, the review concludes that stories can offer several advantages
if carefully selected and taught appropriately.

In the study conducted by Machdarifah and Yunita (2019) whose main objective
was to determine the importance of using short stories in English language teaching
(ELT). I emphasize why short stories often take precedence over other literary genres in
ELT. Short stories can act as valuable tools in ELT classrooms at a wide range of levels,
depending on the complexity and relevance of the stories selected as classroom
materials; moreover, they are universally suitable for any language learning
environment. The results of this research demonstrated that the integration of stories in
ELT not only aims to master English language skills such as reading, writing, listening,
and speaking, but also serves to stimulate students' interest in literary elements, cultivate
cultural sensitivity, and promote critical thinking.
Theoretical Foundation of the Variables
Independent Variable
Literature
Literature, in its broadest sense, refers to a compendium of written works that
are primarily characterized by their poetic and prosaic elements. These works gain
prominence not only due to the distinctive interests of their authors but also because of
their superior aesthetic appeal. The classification of these literary works is a complex
process, considering a multitude of factors. These include the language utilized in the
work, the national origin of the author, the historical period during which the work was
created, the genre it falls under, and the principal theme it addresses (Rexroth, 2024).
On the other hand, Abood (2017) stated that literature serves as a conduit for delving
into the complexities of human existence, leveraging the author's creative imagination
to shed light on facets that remain beyond the grasp of scientific comprehension. This
implies that the breadth of literature in portraying human life transcends that of the
scientific realm. A text that delineates life from a realistic perspective can be
categorized as scientific, while a text that harnesses both scientific insights and
imagination to portray life is deemed as literature.

Work of literature is a fundamental tool that offers information and context

about different events that shape our society. Thus, literature transcends as a historical
and cultural artifact and acts as an introduction to a world of new experiences and can
vary from one generation to the next (Stecker, 1996). On the other hand, Lombardi
(2020) mentioned that literature encompasses written and sometimes spoken material.
In other words, literature reveals a culture and the traditions of a language or people, so
it is difficult to give a precise definition, since it is tied to continuous evolution. In the
same way, it is seen as a superior art form, so it gives us to understand that literature
goes beyond putting words and seeks to capture the essence of human experience and
expression.

Boşnak (2020) emphasized that literature is a valuable tool to improve and

reinforce linguistic skills and complement language teaching. Additionally, it
encourages creativity and helps stimulate the imagination, develop your critical thinking
skills and increase your emotional awareness. Literature in the educational field
occupies an important place in the departments of English, translation and university
study plans (Mohammed, 2021).
Types of literature

Fiction

Fiction describes something imagined or fabricated by someone.

Non-Fiction

According to Petraschka and Werner (2024), many pieces of nonfictional

literature include detailed descriptions of the writers' actual experiences. Thus,
nonfictional works of literature, such as autobiographies, are a form of witness. If
nonfictional writing comprises descriptions of the author's experiences in the sense that
she recounts her complicated mental states in specific settings, readers can receive
propositional knowledge about the author's experiences.

Short Story

According to Hansen (2024), short stories are readings that possess most of the
features of long books but in a summarized way. The short story mostly deals with only
a few characters and there are only a few episodes. Still, the importance of this literary
genre lies in the fact that they should be able to give a fulfilling feeling to the readers as
if they have read a fully lengthen novel. Short story is a short piece of fiction that you
can read quickly, highlighting that they are ideal for language learning because they
possess unique characteristics, which attracts readers (Novasyari, 2023).

The use of short stories in English classes serves as a strategy to discover new
effective methods that encourage students' motivation in language learning, as short
stories offer numerous advantages for teaching. The language used in these narratives is
often comprehensible to students, making it much easier for them to engage in reading
and listening activities (Arias, 2017). According to Collie and Slater (1991), there are
four benefits of incorporating short stories for language teachers. First, short stories are
practical because they can be covered in their entirety in one or two class sessions due
to their length. Second, short stories are not too complex for students to engage with
independently. Third, short stories offer a wide range of options to meet different
interests and preferences. Finally, short stories can be used in all proficiency levels
(from beginner to advanced), age groups (from young learners to adults), and various
types of classes.
 Short stories include some basic elements such as few characters, setting, plot,
theme, tone, atmosphere, among others. Characters refer to the people or sometimes
animals involved in the story. As for the setting, it refers to the environment in which
the story takes place and the time in which it occurs. Another element is the plot, which
is the sequence of events in a story, usually with a beginning, middle, and end, implying
that each story has a conflict to resolve. Then, the theme is the main idea of a story that
can be told directly or indirectly (Pardede, 2011). Short stories are used in English
language learning classes because they are effective, educational, and fun. They make
classes fun and interesting. In addition, they allow students to imagine and participate in
an emotional learning process. Short stories should be chosen according to the level of
the students and should be interesting (Wa & Suhartini, 2017).

Short stories strengthen the reading and listening skills of language learners, so
they seek to motivate them to participate in different exercises that allow them to
discover different cultures through the context of short stories, also help them to think in
a different way and from another perspective, different literary texts such as short
stories, attract attention, excitement, interest, and an imaginary world for students (Çetin
2020). Short stories as part of literary works are important to analyze, it has fairly short
plots, with a reduced number of characters and places, and time as settings, so it will not
be developed in its entirety (Machdarifah and Yunita, 2019).

Short stories have become an important tool for students as they are read aloud
and understand the structure of narratives while fostering their imagination and
visualization skills. These skills are closely associated with better reading
comprehension. In addition, audiobooks for children have a significant impact, as they
reinforce the belief that reading is an enjoyable activity for a lifetime (James, 2022).

Ceylan (2016) asserts that short stories are a valuable resource for teachers to
employ to foster and enhance reading comprehension skills among English language
students. As short stories come in varying lengths, it is advisable for teachers to select
ones that can be effectively covered within class hours. The use of short stories with
simple language can create a sense of comfort and ease for students, facilitating their
understanding of the text., this approach proves to be useful and appropriate for students
to improve their reading comprehension, as it provides an engaging and captivating
story for them to read. Besides, According to Erkaya (2005), short stories motivate
learners to keep reading in order to solve the problem.
 Short stories can offer unique benefits in this regard. Literature, by its very
nature, is universal, and short stories provide an avenue for teachers to address human
issues and challenges. By incorporating short stories into instruction, teachers can
engage students in meaningful discussions about various aspects of the human
experience, while simultaneously honing their reading and listening skills. However,
certain materials, like textbooks, are essential for improving reading and listening skills,
including word analysis, structural analysis, dictionary usage, and understanding word
meanings from context (Pourkalhor & Kohan, 2013).

Short stories have the potential to help students become better readers, writers,
and generally people. However, the use of short stories not only improves students'
reading and listening skills, but also encourages comprehension, expression of ideas,
and reflection. In addition, it primarily helps English language learners develop critical
thinking skills and motivates them to foster a love of reading (Smith 2001). In addition,
Ghasemi (2011) mentioned a definition of short stories as prose narratives that possess a
restricted length, shorter than that of a novel, and have a limited number of characters,
and this leads to stories having to be read in a short period of time. Moreover, they can
be categorized into various genres, such as action, science fiction, comedy, drama,
fantasy, and adventure. Short stories are used as a pedagogical tool to improve the four
language skills.

Features of short stories.

According to (Blakeley, 2016) there some characteristics that short stories
should have to be considered part of the genre.
 Length: Short stories should have between 1600 and 20000 words to be
considered a short story. This has not always been accepted as one of the most
important authors of this genre, Edgar Allan Poe stated that short stories should
take from 30 minutes to two hours to read.
 Subject: Short stories mostly focus on just one subject. There can be a great
variety of topics for these stories from a daily routine to a story full of fantastic
elements. Still, these stories should be contained in the plot so that their a small,
yet interesting narrative. can be thoughtfully developed.
 “In media res”: As the name implies, short stories are limited in length, so they
mostly focus on just one plot and there is no room for focusing on alternative or
 complementary plots. It is also essential to know that some short stories may
start and end abruptly and not much time occurs within the plot.
 Limited number of characters: It is also essential to know that due to the
shortness of this genre, there must not be lots of characters because it is not
possible to have character development. The plot will be bogged down, and the
readers will have problems trying to keep up with the story.

(Rodriguez, 2017) stated that reading materials should be carefully chosen so

that it aims to both the interests and level of the students. There are some features that
short stories provide to the students, and these are:
To promote creativity: There are lots of reasons why people like to read, one of
them is the fact that the readers can dwell in a word full of fantasy and they can wander
from reality. Therefore, short stories should aim to promote originality so that students
can be more creative. (Rodriguez, 2017)
To be of easy comprehension: Short stories are not as extensive as novels, so it
means that their plot is way easier to keep up. Consequently, it means that the readings
should be easy to read so that students and comprehend them without too much
difficulty. (Rodriguez, 2017)
To learn new words: One of the biggest difficulties that students experience
when they read, is the lack of vocabulary. Short stories should provide them with
vocabulary in context so even if they do not fully understand a word, they can try to
guess their meaning, and then, they will be able to get to comprehend that part of the
story. (Rodriguez, 2017)
Therefore, short readings while smaller than novels, are still able to provide a
rewarding plot. There are many possible uses for this genre in the classroom. If the aim
is to learn vocabulary, the readings materials should be aimed at the level of the readers
and their interests as well. In that way, students will want to read more about it, and they
will feel engaged so, in the end, they will learn more vocabulary. The other three
English skills will be improved as well as the fact that possessing a good lexicon will
greatly improve both the English communication and comprehension process
(Rodriguez, 2017).
The elements of Shor Story
The short story has some elements, Crowe (2023) explain five key elements of a short
stories.

Plot

The plot of a story encompasses the events and actions that drive the narrative
forward, answering the question of "what" is happening. It outlines the problems the
characters face and their attempts to solve them, which can involve strong emotions
rather than just high-action scenes. However, a well-crafted plot requires clearly defined
elements to provide structure and ensure the story's progression. These elements act as
guideposts, keeping the narrative cohesive and moving forward.

Setting

The setting of your story refers to both the physical place and the time in which
your plot unfolds. In some stories (such as the fantasy novels mentioned above), the
setting plays a pivotal role in the story. You can build a whole new world with its own
languages and creatures. In this case, the setting acts almost like a character of its own
in your story.

Characters

Characters are the personified people, animals, beings, or objects that drive your
story. A story can have many characters or just one as the main protagonist.

Point of view

The point of view (or POV) describes the perspective from which the story
is told. The POV chosen by the author determines how the characters, events, and other
important details of the story are perceived.

Conflict

Conflict comes in a variety of forms, but it almost always involves some

kind of antagonist. There may be one main conflict in your story, or your characters
may face several throughout the story. However, there is likely to be one main theme
that drives the main conflict.
Dependent Variable

Language

Language, a system of conventional spoken, manual (signed), or written symbols

by means of which human beings, as members of a social group and participants in its
culture, express themselves. The functions of language include communication, the
expression of identity, play, imaginative expression, and emotional release (Crystal,
2021). Besides, language promotes some skills that a person must learn to achieve
integrated language skills. If people want to learn English, they will manage the four
skills the receptive skills, listening and reading, and productive skills speaking and
writing (Ivancic & Mandic, 2014).
Language comes to us in such a natural way that it allows to communicate
through signs, sounds, or gestures. People are endowed with a medium for sharing
ideas. In this way, when listening to a speech, people would come to get thoughts that
had never occurred to them Pinker (1999). Language is a communication tool used by
everyone in their daily life as a means to convey information and arguments to others.
In this case, the language cannot be separated from culture because language represent
its nation and has close relation to the attitude or behavior of groups of speakers of the
languages. The role of language as a tool to express culture reality can be seen from:
Language is part of culture, Even the language and the culture is in different, but have a
very close relationship, Language is strongly influenced by culture, and Language
significantly influence culture and way of thinking of people living within. In the
communication, language used by people is influence their culture or vice versa
(Rabiah, 2012).
According to Fromkin et al. (2003), language is considered as one of the systems
that humans use to communicate, several investigations have been carried out between
biologists and linguistics for the relationship between the development of the human
species, so certain experts believe that linguistic ability is seen as a difference in degree
between humans and other primates. We use language for an almost infinite number of
purposes, from writing letters, or notes to the milkman, to gossiping with our friends,
making speeches, and talking to ourselves in the mirror. However, if you think about it,
there are a number of recurring functions which, despite the many different uses we
make of language, are generally being served. Some are apparently so ordinary as
almost to pass unnoticed as functions, whilst others are loftier and almost abstract. But
the important thing to recognize is that linguistically speaking, they are all of equal
importance. Whatever social significance we may give to various functions, language
itself does not discriminate (Alshami, 2019).

Language Skill

The four skills of language are four abilities and capacities that permit the
learners to understand and produce language either in spoken or written in structure and
conventional ways and to have successful communication. In the Educational field, the
four language skills constitute the main feature of the teaching-learning process
(Hossain, 2015). English teachers need a book of teaching English as a foreign
language, especially preparing teaching materials for different language skills and
selecting techniques for different levels of students. Teaching language skills is often
the key focus or main element in the language teaching practice. Knowledge of the
theory and practice of teaching receptive skills (listening and reading) and productive
skills (speaking and writing) in English (Al-Jawi, 2010).
The primary skills that make up English language proficiency are clearly stated
in the English syllabus, where it says that English proficiency is based on the student
producing speech and writing in English, as well as the student being able to receive and
understand speech and written language. Skills of reception are reading and listening,
and these skills allow the student to understand what another person is attempting to tell
them. The other set of skills is those that enable the student to produce language for
another person, viz the ability to speak or write, as they enable the student to give
information to another person in a way that they can understand (Markström, 2019)

According to Husain (2015), language generally refers to a complex skill that

involves four sub-skills, which helps students develop in learning a second language.
Those are classified as productive skills that rely on producing sounds when speaking
and symbols when writing. In contrast, in receptive skills, learners receive information
by both listening and reading. It is crucial to identify that both skills are closely
connected. In this way, improving reading skills can aid in the development of writing.
However, focusing only on one skill during the learning process may prevent students
from developing all the necessary skills properly (Tavakoli, 2014).

Listening skills
Listening and reading are considered receptive skills because here a learner is
generally passive and receives information either through listening or reading.
Listening skills are defined as the process in which the ideas that the sender
wishes to express are received by the receiver, and thus the meaning is represented with
the support of imagination and empathy. This receptive skill is considered a practice,
and the person must update their knowledge with the new information received (Rost
2016). Some people had problems with this skill as they get distracted when the process
is happening, they also do not wait for the speaker to finish communicating his or her
ideas, thoughts, the answer an incomplete message which could lead to some problems
such as miscommunications or misunderstandings among the speakers (Naveed, 2012).
According to Lopez, et al. (2020), listening skills play a crucial role in foreign
language learning, being essential for students to understand information in the new
language. Mastering this skill involves the ability to efficiently understand and process
spoken language, allowing the student to grasp not only literal meaning, but also
nuances, intonation, and idiomatic expressions. Through these oral interactions, students
can improve their communicative competence and develop fluency in the target
language. Listening Skills are considered as a complex linguistic skill that includes
different sounds and images so that it is easily recognized, as well as the memory of
audiovisual stimuli that ends with the interpretation of meaning, this skill also facilitates
the development of other language skills, thus allowing students to develop and
distinguish sounds in real contexts and situations (Mustafa & Bahadır, 2019).
Teaching listening comprehension requires a specialized approach. This is since
it involves helping learners develop the ability to grasp and understand spoken language
in various contexts. Unlike the teaching of grammar, where there are established rules,
the teaching of listening comprehension has no such guidelines. However, educators can
employ a variety of techniques and resources to address it. These include authentic
listening activities, guided listening exercises, and regular listening practice. These
methods can be used to progressively improve students' listening skills (Nor, 2015).
Process of Listening
According to Kline (1996) mentioned listening as the process of receiving,
paying attention to and understanding auditory messages transmitted through sound.
Listening process is divided into:
Receiving
The first stage of the listening process, known as receiving, requires focused attention
on the speaker's words. This stage is symbolized by the ear, which is tasked with the
primary reception of sound.
Attending
The second process allows us to identify and correctly understand the different sounds
we hear as words. Attention involves the ability to distinguish the spaces between words
and the meaning that the context of the message has. Therefore, the sounds we hear do
not make sense until we interpret them in context. It is about accurately identifying the
sounds we hear as words.
Understanding
The third process focuses on comprehension to understand the meaning of the message,
which can be difficult at times. Therefore, effective communication is based on
comprehension, as this skill allows the message to be interpreted accurately.
Responding
The fourth stage is the response, which tells us the precise exchange or interpretation of
meaning. Effective listening is of great importance for the success of communication, as
it allows the listener to respond appropriately.
Remembering
The process begins with listening, and the inability to remember what has been said
suggests that it has not been fully understood. Even if you pay attention, some messages
are more difficult to understand and remember than others, the complexity and details of
the messages require significant listening skills.
Listening Stages
Cruz and Maza (2018) in their book define the ability to listen as an active
process that is not natural, which is why it is necessary to teach it, and it also teaches us
the stages of listening.
Pre-listening
 This first stage consists of preparing students for what they are going to hear. In
this stage, activities are developed that help identifies what students know about the
subject, putting them in context and also providing them with the necessary vocabulary
and grammatical structures that allow them to increase success in the activities that they
will develop later.
While listening
In this stage, the main aim is for students to complete activities while they are
listening. This means that students can understand and can put into practice or apply
what they have heard. For these activities to be successful, teachers need to guide their
students through the text or activity. These activities require great demands on the part
of teachers since students must develop sub-listening skills to give an adequate
response. It is recommended that at this stage the student listens more than twice, so that
in the first the students can get a general idea, in the second listening they understand
more specifically so that they can complete the activities and in the third listeners can
check the answers, also considering thought spaces so that students have the opportunity
to better understand the content.
Post listening
This stage allows the students to reflect on what they have practiced before
saying the students seek to link what they heard and communicate through the skills
produced such as speaking and writing. To carry out this stage, carry out some activities
such as summarizing, discussing, or answering any question related to the topic orally
or in writing.

Listening Subskills

According to Spratt et al. (2011) pointed out other listening subskills that help learners
to read in different ways depending on their purpose for listening.

Listening for gist

It focuses mainly on listening to get a general idea, the main aim is to understand
the central idea of a topic, without concentrating on understanding or comprehending
every word or detail.

Listening for specific information

 Its purpose is to listen for specific information, such as names, places, objects,
numbers, professions, or some special characteristic. For this sub-skill, it is necessary to
previously know or have at least an idea of what the text is about. The listener must pay
special attention to identify the moment in which the information sought will be
provided.

Listening for detail

This type of skill involves listening to every detail accurately and understanding
it as much as possible. To achieve this sub-skill, it is important not to overlook any
details, in order to understand the information provided in all its context.

1.3 Objectives (Fulfillment of the objectives):

GENERAL OBJECTIVE

• To examine the impact of short stories on students’ listening skill.

SPECIFIC OBJECTIVES

• To investigate the influence of short stories in listening skill.

• To evaluate the effect of short stories and listening skill in students.

• To determine the effectiveness of short stories in listening skill.

 Chapter II.

Methodology

This chapter includes details on the research process used, that is, the strategies
and methods of collecting data. It refers to the research methodology, which includes
the instruments, stages, techniques, and tools employed in addition to the sources that
were consulted to conduct the study. Furthermore, it focuses on explaining certain
aspects for future evaluations.

2.1 Materials

In order to facilitate the process of this research, the study includes numerous
resources, materials and human that were taken into account in its preparation, Human
resources refer to the people who contributed to the project, specifically the eight level
EGB students from Unidad Educativa Sagrada Familia, the review tutor, the research
tutor and the researcher. Furthermore, the provision of material and technological
resources, for instance this study include computer, British Council Platform, mobile
devices, HDMI connections, and projectors. Lastly, physical and economical resources
such as e photographs, worksheets, and printouts.

2.2 Methods
2.2.1 Research approach:
This research was developed with a quantitative approach. According to Ahmad
et al. (2019), the quantitative research is a research method that is used to generate
numerical data and hard facts. This type of research allows the statistical, logical, and
mathematical techniques to draw conclusions and make predictions based on the data
collected. Furthermore, this study used a quantitative approach to collect data using pre-
and post-test listening tests with the goal of determining whether short stories contribute
to the development of listening skills. Tests taken from the Cambridge A2 KET exam
were used and administered to eighth level EGB students at the Unidad Educativa
Sagrada Familia.
2.2.2 Modality
Field Research
As expressed by Irgil et al. (2021), the field research consists of obtaining data
directly from real situations, without intervening in the variables, in order to analyze
social phenomena in their natural environment. This method involves collecting new
information from original sources to explore novel or unexplored topics. Therefore in
this study, field research was conducted to examine the actual conditions under which
the data were collected, without modifying the variables and with the collection of data
carried out personally.
Bibliographic Research
According to Pant and Sharma (2018) the bibliographic research refers to the
description and knowledge of books in different aspects. During the research, resources
such as books, magazines, and websites were used to obtain information about stories
and listening skill. This information was crucial both to carry out the study and to
achieve its aims.
2.2.3 Type of research /Research design
Pre-experiental research
This research study was developed through the pre-experimental design. For its
development, it was decided to apply six interventions applied by the researcher, in
which short stories including different activities were presented. The short stories were
chosen according to the interest and theme planned for each class. The independent
variable must be evaluated at two different times, before and after the intervention,
through a measurement instrument, in this case a pre-test and a post-test. Pre-
experimental research aims to understand how the independent variable affects the
dependent variable, providing valuable insights for teachers to assess and evaluate data
(Tabuena, 2021).
2.2.4Techniques and tools
To carry out this research study, the instrument chosen was the standardized A2
KET (Key English Test) for schools designed by Cambridge English. Therefore, a pre-
test and post-test was taken before the interventions to collect data and analyze the
results. The pre-test was conducted at the beginning of the experiment to evaluate the
level of proficiency in the listening section, so only this section, which consists of five
parts, was considered. The post-test was administered after the participants completed
the interaction activities, with the purpose of determining whether they had improved
their listening skills. During the six interventions, short story videos were shown to
reinforce knowledge related to the topics of each class.
2.2.5 Population
In the current investigation, the population consisted of 26 students in the eight
level EGB at the Unidad Educativa Sagrada Familia. Participants were 25 men and 23
women.

Table 1

Population Sample Percentage

Male 13 54%
Female 11 46%
Total 24 100%
Note: This table shows the population of the Eight level of Unidad Educativa Sagrada
Familia

2.2.6 Hypothesis
Null Hypothesis
Short Stories do not influence the improvement of listening skill in students in
the eight level EGB of Unidad Educativa Sagrada Familia.

Alternative Hypothesis
Short Stories influence the improvement of listening skill in students in the eight
level EGB of Unidad Educativa Sagrada Familia.
 Chapter III. Results and Discussion
3.1 Analysis and discussion of the results (En correspondencia con la metodología
utilizada).
3.2 Verification of hypotheses (según el proyecto de titulación aprobado)

Chapter IV. Conclusions and Recommendations

4.1 Conclusions (3 conclusiones en relación a los objetivos específicos)
4.2 Recommendations (opcional) (3 recomendaciones en relación a las conclusiones)

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Annexes

NORMAS PARA LA PRESENTACION

 APA 7th style
 Tipo y tamaño de fuente: Times New Roman de 12 puntos
 Espaciado: 1.5 puntos
 El tamaño de los márgenes en formato APA debe ser de 2.54 cm (equivalente a 1
pulgada) de todos los lados
 Paginación: Páginas preliminares con números romanos en minúscula, las demás
hojas incluido los anexos con números arábigos, en el centro de la parte inferior
sin guiones
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JERARQUIA DE TITULOS

Nivel Formato

Nivel Centrado • Negrita • Cada Palabra Iniciando en Mayúscula

1 Texto inicia en nuevo párrafo

Nivel Alineado a la izquierda • Negrita • Cada Palabra Iniciando en

2 Mayúscula
Texto inicia en nuevo párrafo
 Nivel Formato

Nivel Alineado a la izquierda • Negrita • Cursiva • Cada Palabra Iniciando en

3 Mayúscula
Texto inicia en nuevo párrafo

Nivel Alineado a la izquierda • Negrita • Cada Palabra Iniciando en

4 Mayúscula • Con sangría de ½ pulgada (1.27 cm) • Con punto
final. Texto inicia en la misma línea

Nivel Alineado a la izquierda • Negrita • Cursiva • Cada Palabra Iniciando

5 en Mayúscula • Con sangría de ½ pulgada (1.27 cm) • Con punto
final. Texto inicia en la misma línea

 Sangría al inicio que cada párrafo

 Redacción: Forma impersonal, justificado. Después de cada título o párrafo,
doble espacio.
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En el Resumen Ejecutivo, constarán 250 palabras y se debe destacar la

importancia del tema, la actualidad. Descripción breve de la metodología
aplicada; la línea de investigación y la novedad científica o la propuesta en la
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En lo que corresponde a las referencias, se deberá usar en al menos el 50% de

los recursos bibliográficos adquiridos para la Universidad Técnica.

EJEMPLO DE TABLA
Ejemplo de figura