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Writing has a leading role in learning and, although elementary-school curricula emphasize the development of this complex skill, many students still struggle with their writing performance. This study aimed to assess the efficacy and social validity of CriaTivo, a curriculum-based intervention developed following a Response to Intervention model t...
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... Students showcased improved storytelling abilities, effectively presenting fictional elements such as confrontations, relationships, conflicts, and time techniques. These findings resonate with a prior study by Simão et al., 2022) concerning the impact of metacognitive strategies on narrative skills, emphasising character development, setting, dialogue, conflict, and time techniques. A closer look at narrative voice development revealed substantial progress among students, showcasing varied language use and consistent perspectives that align with the narrative genre. ...
This study investigates the efficacy of integrating metacognitive strategies and L1 folklore in enhancing English as a Foreign Language (EFL) fictional narrative writing within a blended learning framework. Conducted across 40 Indonesian university students, the quasi-experimental design employed pre and post-tests to measure improvements. Metacognitive techniques (planning, drafting, peer review, self-reflection, and revising) and narrative dimension assessments (voice, characterisation, mood, language, dialogue, story, setting, image, and plot) were applied. A significantly higher rate of EFL narrative writing skill development was observed following the intervention, with 55% of students reaching a very good level and 42.5% getting an excellent level. This highlights the effectiveness of metacognitive strategies in managing time constraints and leveraging L1 folklore to enrich narrative writing. The findings suggest potential long-term benefits and emphasise the need for tailored strategies consistent with cultural contexts. Recommendations include targeted exercises, personalised approaches, peer collaboration, and sustained exposure to L1 folklore to optimise EFL narrative skills. In conclusion, integrating metacognitive strategies and cultural elements enhances EFL education, offering a tailored approach to narrative writing for academic success, particularly considering the needs of Indonesian students in blended learning environments.
... The tools and interventions that assess and promote young children's SRL skills and present higher quality results are theoretically grounded in the SRL concept. They often use games [19], digital tools [20], and stories [21,22] as central resources of the work. Relating to the latter, in preschool, the moment of "telling the story" is very appreciated, both by adults and children as they tend to identify with the characters. ...
Self-regulated learning is a transversal competency which plays a central role in acquiring autonomy. This investigation aimed to support approaches that foster self-regulated learning in preschool. We proposed to improve preschoolers’ self-regulated learning strategies (i.e., forethought, performance, and self-reflection) through the educational intervention Pipo and Mia, the magic knights, hypothesizing different results when comparing levels of the program intervention. Participants included 115 preschoolers and their nine teachers. Teachers implemented the program to children, and engaged in professional training simultaneously. Aiming to validate the Dynamic Assessment of Self-regulation in Preschool (DASP) method socially, it was used as children’s pre and post-measure, and focus groups were conducted with teachers to assess its validity. Results showed improvements in children’s use of strategies, and some significant differences between intervention levels. Teachers highlighted the DASP method potentialities. The study’s contributions and constraints are discussed considering implications for practice, research, theory, and policy.
