Self-regulated strategies for writing engagement with Intermediate Phase learners

Abstract

This qualitative study explored the efficacy of a self-regulated strategy development (SRSD) programme implemented at a primary school in a community impoverished by the historical after-effects of apartheid and the current government’s ongoing inability to address these injustices. The SRSD programme was implemented to investigate whether it improves the creative writing skills of learners and at the same time encourage critical thinking. This investigation balanced asensitivity to the challenges of a wider school community surrounded by gang warfare, drug addiction and unemployment, against a need to empower young learners and instil a sense of self-worth. A broadly Freirean background was set against a meticulous examination of the daily writing of learners. The main research questions underpinning this study were: i) How can self-regulated strategy development improve Intermediate Phase learners' creative writing skills? ii) What factors inhibit motivation during creative writing? Observations, interviews and an intervention programme comprised the data collection method. Through observation of learner interaction during the intervention programme and by monitoring the steps implemented by the SRSD programme, it was shown that learners improved their writing skills and self-image. A learner-centred learning environment was sustained throughout the investigation. This atmosphere of security and care proved that unruly behaviour and a sense of despair could be overcome. Behavioural inconsistencies and inabilities to write and think freely were gradually resolved in a holistic manner which supported the efficacy of the SRSD programme as well as the Freirean priorities underpinning it.