https://www.um.edu.mt/library/oar/handle/123456789/22326 2026-11-07T08:05:45Z 2026-11-07T08:05:45Z Xerri, Daniel https://www.um.edu.mt/library/oar/handle/123456789/150602 2026-10-29T11:00:31Z 2026-01-01T00:00:00Z

Title: Pioneering the teaching of creative writing in Malta : an interview with David Samuel Hudson Authors: Xerri, Daniel Abstract: This article presents an interview with Maltese author and educator David Samuel Hudson, whose work positions creative writing as an accessible, teachable craft rather than an innate gift. Hudson discusses a pedagogy centred on practical development in voice, structure, characterisation, reading and constructive critique, while resisting approaches dominated by abstract theory. The interview also examines Malta’s bilingual literary context, the legitimacy of writing in English, and the limited local pathways to publication. Hudson advocates preparing emerging writers for international markets and cultivating an inclusive, sustainable community capable of strengthening Malta’s professional creative writing culture. The article concludes by relating Hudson’s reflections to wider debates in creative writing pedagogy and identifying implications for educators seeking to connect craft, confidence, multilingual voice and literary community.

2026-01-01T00:00:00Z Stroia, Armanda Ramona Xerri, Daniel https://www.um.edu.mt/library/oar/handle/123456789/150587 2026-10-29T07:19:56Z 2026-01-01T00:00:00Z

Title: Technology-mediated TBLT in young learner education : a classroom action research study Authors: Stroia, Armanda Ramona; Xerri, Daniel Abstract: This chapter explores the implementation of technology-mediated taskbased language teaching (TMTBLT) through collaborative multimodal storytelling (CMS) in young learner English language education. It highlights a classroom-based action research project involving 4th-grade learners and teenage co-researchers in Romania, focusing on the integration of CMS tasks to foster linguistic and digital competencies. The chapter identifies key pedagogical challenges and effective strategies for supporting young learners’ cognitive, linguistic, and collaborative needs. Findings reveal that integrating CMS tasks within a TBLT framework fosters meaningful language use, digital literacy, and 21st-century skills. The chapter offers research- and practice-informed guidance on integrating CMS tasks in young learner second language education.

2026-01-01T00:00:00Z Stroia, Armanda Ramona Xerri, Daniel https://www.um.edu.mt/library/oar/handle/123456789/149466 2026-09-28T10:45:58Z 2026-01-01T00:00:00Z

Title: Empowering young voices : critical media literacy in an AI-driven world Authors: Stroia, Armanda Ramona; Xerri, Daniel Abstract: This study investigates the potential of combining critical media and ecomedia literacy to help young learners become critically aware digital citizens and agents of social and environmental change. It presents a classroom-based project with fifth-grade students and teenage co-researchers in a Romanian public school, using a three-stage approach and collaborative multimodal tasks that incorporated ethical generative AI use. The paper reviews key phases of critical media literacy—deconstructive and critical, constructive media production—highlighting their role in developing students’ ecological identity and media skills. Findings show increased critical thinking, eco-consciousness, creativity, and empowerment through challenging media messages and creating counter-narratives. The study also discusses theoretical and practical implications, emphasising the value of embedding critical media literacy in English Language Teaching (ELT) to foster inclusive learning and support students in becoming socially and environmentally engaged individuals.

2026-01-01T00:00:00Z Xerri, Daniel Block, Josianne https://www.um.edu.mt/library/oar/handle/123456789/148965 2026-09-09T07:43:09Z 2027-01-01T00:00:00Z

Title: Leveraging generative AI for teaching writing : a case study of two English language teachers Authors: Xerri, Daniel; Block, Josianne Abstract: This chapter presents a qualitative case study investigating how generative AI (GenAI) can transform English language teachers' approaches to writing instruction. Following two English language teachers in Malta over a four-week period, the study explores their implementation of ChatGPT across four process-writing stages: brainstorming, planning, drafting, and editing. Data collected through semi-structured interviews and reflective journals revealed three main themes: GenAI as a facilitator of process-oriented writing instruction, teacher concerns regarding over-reliance and loss of human agency, and the development of teachers' own GenAI digital competence. The findings indicate that integrating GenAI shifts pedagogical emphasis from final written products to active engagement with the writing process, fostering critical thinking, prompt engineering skills, and student autonomy.

2027-01-01T00:00:00Z