Abstract
The aim of this thesis is to investigate and demonstrate the role of using short stories in teaching English to adult Libyan learners, and to outline the results of integrating this genre of literature on the learners' four language skills. This thesis traces back the use of literature in general and short stories in specific on teaching English as EFL and ESL throughout the history. Moreover, it illustrates the benefits and drawbacks of using stories as supplementary materials in teaching. Also, it suggest various activities to be used in the language classroom to enhance the learners' receptive and productive skills. Furthermore, it discusses the results of using short stories in teaching English to Libyan learners and how they responded to different literary texts. On the basis of the results of this research, this thesis hopes to show all English teachers in Libya the importance of making use of short stories in teaching, as it results in the enhancement of the learners' language skills and makes the learning and teaching processes more collaborative and enriching not just in language, but also in terms of motivating the learner, broadening his insights, and improving his critical thinking, learning autonomy and creativity.