This article presents a pedagogical project developed within a university course in Social Pedagogy involving one hundred students of all genders. Participants were invited to write and read their own coming-of-age narratives (Bildungsroman), reflecting on formativeexperiences emerging from formal, non-formal, and info...
Traditional creative writing instruction in secondary education is often characterized by a product-oriented, teacher-centered approach in which assessment emphasizes conformity to instructor-defined standards. Such practices may limit students’ opportunities for meaningful engagement, peer interaction, and the develop...
This phenomenological study aimed to describe the essential structures of learning motivation as experienced by elementary students during reading and writing activities. Employing Moustakas’s transcendental phenomenological approach, the study involved 18 first- through third-grade students from three public elementar...
This article presents a classroom‐based instructional cycle designed to support university‐level EFL learners in developing narrative writing through a targeted focus on orientation—the discourse component that situates a narrative in time, place, and character. Grounded in Labov's narrative framework and sociocultur...
This article presents an innovative pedagogical experience in university-level Chinese as a Foreign Language (CFL) education that integrates narrative reading and cooperative audiovisual production. The study explores how cooperative audiovisual production and multimodal storytelling may contribute to the development o...
The pedagogical efficacy of children’s stories within the classroom is fundamentally contingent upon critical teacher mediation, thereby transcending the traditional perspective that may regard them merely as a source of entertainment. The primary objective of this research is to analyse the impact of stories focused...
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