Integrating the Monomyth in the Digital Multimedia Era to Enhance Text Production Skills: EFL Learners' Metacognitive Awareness

Abstract

This paper aims to describe the initial perceptions of high school students regarding integrating Joseph Campbell's (2004) monomyth as a narrative textual production in English through digital educational resources at a private Educational Institution in Colombia. An exploratory study with a qualitative approach was followed by a validated Metacognitive Awareness Writing Questionnaire (MAWQ) to investigate participants' beliefs and perceptions of their text production. After applying monomyth-based digital activities for textual production, the Higher Education Rubric “Quality Matters” was intended to guide developers in designing, testing, and optimizing their online educational formats and multimedia-supported learning environments. Monomyth was a well-tested strategy template for successful English writing production and positive integration into the complexity of English teaching and learning under educative digital resources.