Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools

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Darío Luis Banegas
Robert J. Lowe


There has been much research on the connections between second language (L2) writing and learner motivation. However, few studies have focused on contexts in which L2 learning is mandatory, rather than elective. This technical action research-based study evaluated a project in which teenage learners in Argentina were engaged in creative writing tasks, with the goal of including their final written pieces in a formal publication. Through focus group interviews and group discussions, it was found that the project had increased the motivation not only of the learners, but also of the teachers. Further, the study highlights the importance of making such writing tasks student-centered, and calls attention to the role played by the teachers in motivating and engaging students. The study suggests that effort should be made to develop more initiatives in formal education settings in order to motivate and engage learners involved in mandatory language study.


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How to Cite
Banegas, D. L., & Lowe, R. J. (2021). Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools. Studies in Second Language Learning and Teaching, 11(3), 401-421.
Author Biographies

Darío Luis Banegas, University of Strathclyde, Glasgow, UK

Darío Luis Banegas, PhD, is Lecturer in TESOL at the School of Education, University of Strathclyde, UK and Associate Fellow with the University of Warwick, UK. In Argentina, he is an online teacher educator for IFDC Lenguas Vivas Bariloche. Dr. Banegas is an active member of teacher associations in the UK and Latin America. His research focuses on content and language integrated learning, initial English language teacher education, curriculum development, and educational action research. He has recently co-edited two volumes for the International Perspectives on ELT Series published by Palgrave, and a special issue for ELT Journal (75/2).

Contact details: School of Education, University of Strathclyde, 141 St James Road Glasgow, G4 0LT, UK (

Robert J. Lowe, Tokyo Kasei University, Itabashi, Japan

Robert J. Lowe, PhD, is Associate Professor in the Department of English Communication, Tokyo Kasei University. His research focuses on critical issues in English language teaching and critical qualitative research methods. He is co-author of Teaching English as a Lingua Franca (2018, DELTA Publishing), co-editor of Duoethnography in English Language Teaching (2020, Multilingual Matters), and author of the monograph Uncovering Ideology in English Language Teaching (2020, Springer). He has published papers in numerous journals, including Language Teaching, Applied Linguistics Review, and ELT Journal.

Contact details: Department of English Communication, Tokyo Kasei University, 1-18-1 Kaga, Itabashi, Tokyo, 173-8602, Japan (


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