Teaching Short Stories through the Use of the Reader-Response Theory: Second-Year Students at Dr. Moulay Tahar University-Saida

The Reader-Response Theory considers the learner as an active participant in extracting meaning from a literary work depending on his/her prior experience. Teaching literature critically allows reader to create sense, and compare previous experience with written text. Second-year students cannot decode scrutinize short academic text, which unveiled that they are unaware of different types readings. research question arises this vein is: To what extent does contribute development EFL students’ skills? piece aims at introducing applying teaching stories second-year university students. current study was conducted taught by teacher-researcher Dr. Moulay Tahar University-Saida, Algeria. A questionnaire, observation, analysis assignments employed present for overarching aim gathering data timely period. Yet, results revealed after implementing approach, become aware how undertake piece. It also reinforces their thinking skills, boosts creativity.