Citas
Anderson, N. J. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language. The Reading Matrix, 3(3), 1-33. http://www.readingmatrix.com
Arid, M. (2019). Using short story strategy to develop reading comprehension of grade eight students. e-Journal of ELTS (English Language Teaching Society), 7(1), 1-7. http://jurnal.untad.ac.id/jurnal/index.php/ELTS/article/view/13980/10645
Barzani, S. H. H. (2020). The perceptions of EFL teachers and students on the use of short stories to enhance reading comprehension. Asian EFL Journal, 3(1), 325-341 https://doi.org/10.23918/ijsses.v8i2p28
Barzani, S. H. H., Meena, R. S., y Ali, H. F. (2021). Integration of literature in English language teaching: learners’ attitudes and opinions. Canadian Journal of Language and Literature, 1(1), 27 – 43, https://doi.org/10.53103/cjlls.v1i1.12
Carter, R., Long, M. N. (1991). Teaching Literature. Longman.
https://www.worldcat.org/title/teaching-literature/oclc/22108765
Ceylan, N. O. (2016). Using short stories in reading skills class. Procedia - Social and Behavioral Sciences 232, 311-315. https://doi.org/10.1016/j.sbspro.2016.10.027
Ellis, R. Task-based language teaching: theory and practice. Cambridge: Cambridge University Press.
Erkaya, O. R. (2005). Benefits of using short stories in the EFL context. Asian EFL Journal, 8, 1-13. https://www.asian-efl-journal.com/pta_nov_ore.pdf
Garrote, M. (2009). Didáctica de segundas lenguas y lenguas extranjeras en Educación Infantil y Primaria. Madrid: Paraninfo.
Handayani, M. P. (2013). Using children short story to enhance students reading comprehension. Journal of English and Education 2013, 1(1), 133-141. https://media.neliti.com/media/publications/192119-EN-using-children-short-stories-to-enhance.pdf
Khatib, S. (2011). Applying the reader response approach in teaching English short stories to EFL students. Journal of Language Teaching and Research, 2(1). doi:10.4304/jltr.2.1.151-159
Kirkgoz, Y. (2022). Promoting continuous professional development of English teachers through Action Research. International Journal of Education Reform, 31, 246-277. https://doi.org/10.1177/10567879211062224
Kohan. N. (2013). Teaching reading comprehension through short story in Advance classes. Asian Journal of Social Sciences and Humanities, 2(2), 52-60. http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.2(2)/AJSSH2013(2.2-06).pdf
Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
Krashen, S. (2020). Optimal Input. Language Magazine, 19(3), 29, 31. https://www.sdkrashen.com/content/articles/optimal_input_krashen_2020_.pdf
Kurdi, S.M., y Nizam, L. (2022). The Advantages of Teaching Short Stories in ESL classrooms: A Critical Evaluation. International Journal of Social Sciences and Educational Studies, 9(3), 93-100, https://doi.org/10.23918/ijsses.v9i3p93
Littlewood, W. (2000). Literature in the school foreign-language course. Literature and Language Teaching, 56(3), 127-131. https://jurnal.unpal.ac.id/index.php/pbi/article/view/612/528
Lalic, A. y Dubravac, V. The role of Reading in English Language Classrooms. MAP Social Sciences, 1(1), 23, 36, https://doi.org/10.53880/2744-2454.2021.1.1.23
Macías, M. (2022). Innovation and ICTs in ESL: Exploring the Role of the Podcast as a Learning Enhancing Tool in Innovation Projects. Integrated Journal for Research in Arts and Humanities, 3(2), 70–77. https://doi.org/10.55544/ijrah.3.2.12
Macías, M. (2023). Towards a Digital Assessment: Artificial Intelligence Assisted Error Analysis in ESL. Integrated Journal for Research in Arts and Humanities, 3(4), 76–84,
https://doi.org/10.55544/ijrah.3.4.10
Macías, M. (2024). Enfoques disponibles para la inclusión de textos literarios en el aula de inglés como segunda lengua y lengua extranjera: revisión sistemática. Plumilla educativa, 33(1) – en prensa.
Pathan, M. M. (2012). Advantages of using short-stories in ELT classroom and the Libyan EFL learners’ perceptions towards them for developing reading comprehension skill. World English Journal, 4(1), 28-41. https://www.awej.org/images/AllIssues/Volume4/Volume4Number1March2013/3.pdf
Pathan, M. M. (2013). The use of short stories in EFL classroom: advantages and implications, Labyrinth, an international refereed journal of postmodern studies, 4(2), 21 – 26.
Pardede, P. (2011). Using short stories to teach language skills. Jet journal of English Teaching, 1(1), 15-27. http://dx.doi.org/10.33541/jet.v1i1.49
Pardede, P. (2021). A Review of Current Conceptual Research on Short Stories Use in EFL Classrooms, Journal of English Teaching, 7, 30 – 42, https://doi.org/10.33541/jet.v7i1.2595
Ridoutt, B.G, et al. Area of concern: a new paradigm in life cycle assessment for the development of footprint metrics. Int J Life Cycle Assess 21, 276–280 (2016). https://doi.org/ 10.1007/s11367-015-1011-7
Vandrick, S. (1997). Reading and responding to novels in the university ESL classroom. The Journal of the Imagination in Language and Teaching, 4, 13 – 33. https://files.eric.ed.gov/fulltext/ED420199.pdf
Vandrick, S. (2014). The role of social class in English language education. Journal of language, Identify and Education, 13(2), 85 – 91, https://doi.org/10.1080/15348458.2014.901819
Zahra, N. A., y Farrah, M. (2016). Using short stories in the EFL classroom. IUG Journal of Humanities Research, 24(1), 11-24 http://dx.doi.org/10.12816/0023933