Leveraging L1 folklore: enhancing fictional narrative writing with metacognitive strategies in blended learning environments
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 pr...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2024
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| Online Access: | http://journalarticle.ukm.my/24423/ http://journalarticle.ukm.my/24423/1/TE%2016.pdf |
| _version_ | 1848816098869248000 |
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| author | Hellystia, Devi Hermawati, Sri |
| author_facet | Hellystia, Devi Hermawati, Sri |
| author_sort | Hellystia, Devi |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-15T01:00:29Z |
| format | Article |
| id | oai:generic.eprints.org:24423 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T01:00:29Z |
| publishDate | 2024 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:244232024-10-21T08:00:18Z http://journalarticle.ukm.my/24423/ Leveraging L1 folklore: enhancing fictional narrative writing with metacognitive strategies in blended learning environments Hellystia, Devi Hermawati, Sri 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. Penerbit Universiti Kebangsaan Malaysia 2024-06 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/24423/1/TE%2016.pdf Hellystia, Devi and Hermawati, Sri (2024) Leveraging L1 folklore: enhancing fictional narrative writing with metacognitive strategies in blended learning environments. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 30 (2). pp. 263-279. ISSN 0128-5157 https://ejournal.ukm.my/3l/issue/view/1720 |
| spellingShingle | Hellystia, Devi Hermawati, Sri Leveraging L1 folklore: enhancing fictional narrative writing with metacognitive strategies in blended learning environments |
| title | Leveraging L1 folklore: enhancing fictional narrative writing with metacognitive strategies in blended learning environments |
| title_full | Leveraging L1 folklore: enhancing fictional narrative writing with metacognitive strategies in blended learning environments |
| title_fullStr | Leveraging L1 folklore: enhancing fictional narrative writing with metacognitive strategies in blended learning environments |
| title_full_unstemmed | Leveraging L1 folklore: enhancing fictional narrative writing with metacognitive strategies in blended learning environments |
| title_short | Leveraging L1 folklore: enhancing fictional narrative writing with metacognitive strategies in blended learning environments |
| title_sort | leveraging l1 folklore: enhancing fictional narrative writing with metacognitive strategies in blended learning environments |
| url | http://journalarticle.ukm.my/24423/ http://journalarticle.ukm.my/24423/ http://journalarticle.ukm.my/24423/1/TE%2016.pdf |