Empowering Narrative Writing Competence in Elementary Education

Abstract

This study investigates the impact of dialogic interventions on primary school students' written narratives, focusing on macrostructural elements (overall story organization) and microstructural elements (length, vocabulary, syntax, spelling). Forty students aged 9-10 were divided into Experimental (EG) and Control (CG) groups. Using pre- and post-test methodology, the intervention's effectiveness was measured by assessing reading comprehension and narrative production, covering macrostructure and microstructure. The EG underwent a twelve-week dialogic writing program targeting these elements. Post-intervention, the EG exhibited significant enhancements in macrostructure and microstructure aspects (such as lexical diversity, sentence complexity, connective usage, and spelling accuracy), contrasting with the CG. The combination of collaborative learning and explicit instruction likely contributed to these positive outcomes, motivating EG students and enhancing their writing skills.