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The present study investigated the effectiveness of using the Reader Response Theory (RRT) on Omani secondary school students’ comprehension of short stories and their attitudes towards the method used in teaching short stories. To serve this purpose, two instruments were used in this study: a reading comprehension test and a questionnaire. The data obtained from the two instruments were analyzed using descriptive statistics and ttests. Using the Semiexperimental method, the results showed that students who were taught a short story with the RRT did better on the comprehension test than those in the control groups. There was also a significant difference between the control and experimental group in their attitudes towards the method used in teaching and reading the short story and learning English in general in favor of the experimental group.

Teaching Short Stories in the Omani Context: The Use of the Reader Response Theory