Students' writing and storytelling developed substantially, with the majority group publishing 23 school-level stories in Cycle 1 and 38 in Cycle 2 before a school cap limited publications¶

Claim · All claims
Evidence · 1 study · design r3 · q1
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The majority group's school-journal publications grew from 23 stories in Cycle 1 to 38 in Cycle 2, after which the school limited each class to two publications per semester. → Lin 2026

Evidence¶

Lin 2026¶

Lin, T., Mullick, J., & Campbell, M. (2026). Inclusive pedagogy in practice within the multi-tiered systems of support framework: a design-based research in a Chinese EFL classroom. Instructional Science. https://doi.org/10.1007/s11251-025-09754-3

q1 · i? · design · r3

Counts of students' four-frame cartoon stories published in the school journal across cycles, as printed in the outcomes table narrative; the Cycle 3 figure reflects a school-imposed cap, not reduced output.

"publishing 23 school-level stories in Cycle 1, increasing to 38 in Cycle 2, though this was later restricted to two publications per class in Cycle 3 due to school limitations"

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• Elaborated discussion of narrated emotions supports teacher professional learning — related
• Participants liked the co-created stories (mean likability 8.61) and perceived them as coherent (mean coherence 8.28) on a 1-10 scale — related