From Stories to Skills: How a Short Fiction Analysis Course Shapes Learning and Academic Readiness

Abstract

This qualitative case study explores how an analysis of short fiction course (ASFC) supports learning and academic readiness among first-year English language and literature (ELL) students in Türkiye. The researchers gathered data over a semester through teacher observations, weekly student journals (n = 30), and semi-structured interviews with a diverse subset (n = 10). Analysis employed open and axial coding, with researchers’ reflexivity and an independent coder improving trustworthiness. Readiness is defined by various scholars as academic and social integration, self-regulated learning, and scaffolding. Results show a shift from basic learning-style preferences to strategic, metacognitive engagement; ongoing yet decreasing linguistic and affective barriers (e.g., vocabulary, symbolism, writing) addressed through scaffolded tasks; increased motivation and sense of belonging within a supportive classroom environment; and improvements in analytical vocabulary, critical reading, and academic confidence. The study demonstrates that genre-specific pedagogy—specifically, the analysis of short fiction—can facilitate first-year students’ transition into disciplinary study, integrating the cognitive, affective, and social aspects of readiness. Limitations include a single-institution context and a small qualitative sample. Recommendations include applying ASFC-like, scaffolded approaches across literature curricula and related humanities courses, as well as conducting comparative and longitudinal research on genre-based interventions.