Fostering narrative post-writing through authentic designed learning objects

Abstract

One of the challenges language teachers face is how to engage learners to empower their writing skills. Teacher’s feedback is a key feature when developing writing, but it seems not to be effective when learners remain having the same difficulties. It is imperative to examine pedagogical actions for motivating and tackling learners post writing difficulties. This action research study states a new alternative in which students autonomously learn and experience strategies to become better writers. The analysis focused on the influence that the process writing approach, focalized on the monitoring strategy of the post-writing stages, and the implementation of authentic designed learning objects (LOs) had on young adult learners’ short narrative compositions. Outcomes indicate that students improved their writing since the tasks responded to their cognitive and affective profiles. Findings also suggested that the PRWRITE LOs clearly guided learners in the developmental process of writing. Students perceived those technological tools as interesting, applicable and motivating for their learning. This pedagogical experience promotes the design of innovative tools based on learners’ needs and goals, which motivate and engage them in an improving process.