Unraveling the Influence of Story Content and Language on Foreign Language Learners’ Narrative Experiences

Le résumé fourni par la source

ABSTRACT Background/Objectives: Self-regulated Learning (SRL) is essential in language learning, particularly in foreign languages where learners have limited exposure to the target language outside the classroom. Although storytelling has demonstrated potential in promoting SRL in several domains, studies in foreign language learning remain underexplored, and it is unknown which narrative elements contribute most to developing SRL learning. A study was designed with the aim of knowing how fictional stories in a foreign language, portraying a protagonist’s SRL experiences, influenced Foreign Language Learners (FLLs). Method: A total of 267 first-year Japanese foreign language students read stories in both English and Japanese and were assessed in comprehension, emotional engagement, empathy, and narrative transportation. Results: The results showed that narratives containing emotional elements related to the protagonist’s learning process enhanced learners’ comprehension, emotional connection, and reflection when reading stories in native language (Japanese) than when reading stories in foreign language (English). Additionally, stories that depicted the use of specific learning strategies elicited stronger self-referential responses than those emphasizing emotional states alone. Conclusions: These findings suggest that SRL-themed storytelling, when structured with strategic and emotional depth, can support FLLs reflective engagement and offer practical insights for language educators.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.