Improving Language Skills and Enriching Literature Learning through Short Stories: A Data-Driven Strategy for Persian Second Language and Contemporary Literature Classes

Over the past two decades, the use of literary texts to teach four language skills and language components, such as grammar, vocabulary, and pronunciation, has gained popularity. Among different literary genres, short stories can be seen as a substantial genre for teaching language classes. In short stories, characters play genuinely and symbolically, as individuals do in their daily lives. Indeed, short stories reflect and illustrate human lives (Sage, 1987). Short stories serve as a bridge between language and literature, allowing students to immerse themselves in the richness of the language while exploring cultural themes and complex characters. This presentation focuses on using short story materials in Persian second language learning and contemporary short story classes at the University of Toronto. The discussion of this presentation highlights the similarities and differences in teaching materials, teaching, and assessment methods in each classroom. By examining the learning objectives and outcomes of each class and applying the Data-Driven Learning Approach, I will discuss how, by using carefully selected narratives and creating Data-Driven Learning activities (DDL) for second language learning and short story classes, educators can create engaging, relatable content that resonates with students, making the learning experience more impactful. This presentation also demonstrates that embracing this effective method elevates Persian classes and inspires a lifelong love for Persian literature among our students.