Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools

Abstract

There has been much research on the connections between second language (L2) writing and learner motivation. However, few studies have focused on contexts in which L2 learning is mandatory, rather than elective. This technical action research-based study evaluated a project in which teenage learners in Argentina were engaged in creative writing tasks, with the goal of including their final written pieces in a formal publication. Through focus group interviews and group discussions, it was found that the project had increased the motivation not only of the learners, but also of the teachers. Further, the study highlights the importance of making such writing tasks student-centered, and calls attention to the role played by the teachers in motivating and engaging students. The study suggests that effort should be made to develop more initiatives in formal education settings in order to motivate and engage learners involved in mandatory language study.

Research on the Influencing Factors of College Students' Deep Meaningful Learning in Blended Learning Mode

“…Students with a high level of interest in the subject matter and who believe in their ability to succeed are more likely to engage in deep processing, seek out additional resources, and actively participate in discussions and activities [30]. Learners' factors, such as their level of motivation, prior knowledge, and learning strategies, also influence their engagement in profound, meaningful learning [31]. Interaction significantly promotes deep, meaningful learning in a blended learning mode [32].…”

“…Furthermore, interaction in a blended learning mode also provides opportunities for collaborative learning and developing critical social skills [31]. Research has shown that student-to-student interactions in a blended learning mode can effectively facilitate deep and meaningful learning [34].…”

Research on the Influencing Factors of College Students' Deep and Meaningful Learning in Blended Learning Mode

“…Students with a high level of interest in the subject matter and confidence in their ability to succeed are more likely to engage in deep processing, seek additional resources, and actively participate in discussions and activities (Schiepe-Tiska, 2019). Learner factors, including motivation, prior knowledge, and learning strategies, also influence engagement in deep meaningful learning (Banegas & Lowe, 2021). Interaction plays a significant role in promoting deep meaningful learning in a blended learning mode (Olufunke et al, 2022).…”

Interkulturális kompetenciák fejlesztése a hatékonyabb betegellátás és a nemzetközi gyógyító és kutatói együttműködések érdekében

“…Az oktatóknak jelentős szerepük van a tanulók moti válásában. Banegas és Lowe [39] akciókutatási tanulmá nyukban hangsúlyozzák az órai feladatok és projektmun kák tanulóközpontúvá tételét, valamint az oktatók szerepét a tanulók motiválásában és bevonásában. Ez igaz a hazai orvosképzésre is, ahol a magyarul, angolul és németül tanuló hallgatók egyelőre csak elvétve, elsősor ban saját motivációjuk alapján vesznek részt közös kur zusokon, de ahogy a jelen akciókutatásban is tapasztal tuk, sokat jelent oktatóik bátorítása abban, hogy például a magyar hallgatókat számukra teljesen új, "idegen" te rületre tereljék, azaz biztassák őket egy multikulturális összetételű kurzus felvételére.…”