Rationale
Writing is considered one of the most enjoyable and satisfying activities for both teachers and students in a foreign language classroom, particularly in English learning environments Olson (1998) compared writing to fishing, emphasizing that just like fishing, developing writing skills requires practice, the right tools, and motivation No one is born with natural writing talent; while some may enjoy it more than others, everyone can improve with effort Writing helps students achieve academic mastery and success, making it a vital skill in language learning.
W riting is usually a m atter o f concerns for students when they are at school
Many students struggle to express their ideas clearly in written form, especially in a second or foreign language Encouraging students to feel comfortable with writing in a new language is a key challenge for teachers Writing reflects a complex thinking process, starting from brainstorming ideas to composing them on paper Students aspire for their writing to be better and more engaging than others, aiming to stand out and make an impression on readers To achieve this, student writing needs to be creative and distinctive, highlighting originality and engaging the audience According to Rozakis, fostering creativity in student writing is essential for helping learners develop confidence and improve their linguistic skills.
Creative writing, as defined by 1997, involves expressing the writer’s thoughts and feelings in an imaginative, unique, and poetic manner, prioritizing emotional expression over strict adherence to factual or logical structures This form of writing serves as a valuable tool to inspire students and engage them in second language learning, while also enhancing their academic writing skills Although it's challenging to pin down a precise definition, creative writing generally includes short stories and poetry, emphasizing that meaning emerges from both the heart and the mind, making it a powerful means of authentic expression.
Attending the 2007 creative writing workshop at Hanoi University exposed the researcher to a diverse group of international presenters passionate about creative writing, inspiring a focus on its role in alleviating the fear of writing in a second language (L2) Motivated by this experience, the researcher is eager to conduct experimental research on teaching writing creatively, aiming to enhance students' writing skills and believing that this course will achieve significant success.
Concerning creative writing, there are various text types available for use Each type has its own purposes, advantages and disadvantages According to Rozakis
In 1997, the top ten types of creative writing identified include article, autobiography, biography, drama, essays, fantasy, novels, poetry, short stories, and song lyrics However, not all of these genres are equally engaging or practical for students within a limited twelve-week curriculum, as drama, fantasy, and song lyrics are time-consuming to comprehend and master Additionally, autobiography, biography, articles, and novels pose challenges for both students writing in a second language and teachers sourcing materials and designing activities Consequently, this research focuses on poetry and short stories for classroom activities because these genres are familiar to students, have diverse sources, and are more motivating and interesting to write Despite the difficulty in writing poetry and short stories in the native language, appropriate teaching methodologies can make these activities accessible and effective for language learners.
Statement o f problems
A major challenge in writing classes is the absence of flexible and relaxing approaches to teaching writing In university settings, writing instruction often centers on academic purposes, emphasizing the ability to present information according to traditional academic standards, which can make students feel detached from personal expression Teachers tend to follow traditional curricula and lesson plans, leading to a standardized, impersonal learning environment that limits creativity This rigid approach causes students to focus heavily on meeting teachers’ expectations and corrections, often resulting in feelings of inadequacy in expressing their own ideas Additionally, students frequently experience boredom and disengagement due to factors such as low motivation, linguistic challenges, vocabulary barriers, and ineffective teaching methodologies.
A key challenge in enhancing writing education is teachers' resistance to adopting new text types Hargreaves (1989) emphasized that curriculum change is ineffective without corresponding shifts in teaching methodology Therefore, implementing effective teaching methods is vital to improving writing quality; engaging students through interactive activities fosters better involvement, vocabulary development, and creativity When teachers facilitate sharing ideas and clarify students' motivations and objectives, students tend to learn more effectively Despite these challenges, teachers are encouraged to overcome resistance and embrace innovative teaching strategies to ensure successful writing instruction.
Creative writing through poetry and short stories offers a valuable solution for addressing challenges faced by both teachers and students It encourages students to develop their creative expressions through engaging exercises that enhance imagination and creativity, allowing them to craft their own stories and poems This process enables students to freely express their feelings, emotions, and critical thoughts without the constraints of strict academic writing rules According to Goodwin (2007), maintaining an idea notebook helps capture fleeting insights, which can then develop into fully realized creative works The more ideas students record and explore, the more their creativity flourishes, helping them discover their own unique talents and insights.
The Vietnamese EFL classroom often lacks integration of creative writing concepts, as the national curriculum does not include dedicated creative writing subjects Limited research exists on this topic, and many teachers who have participated in creative writing workshops are hesitant to implement it due to tight teaching schedules and rigid syllabi that restrict creativity and flexibility Additionally, there is a scarcity of assessment tools to evaluate students’ creative writing quality, leading some teachers to doubt whether they can successfully engage students in writing poems, short stories, or dramatic sketches.
Purpose o f the study
This study focuses on improving writing skills through creative writing techniques such as poetry and short stories It compares two teaching methods: traditional writing instruction versus instruction incorporating creative writing activities The research aims to evaluate the impact of creative writing on students' overall writing skill development Results will provide insights into the effectiveness of integrating poetry and short stories into writing curricula to enhance learners' writing abilities This study highlights the importance of creative writing in fostering better writing skills and innovative thinking among students.
Therefore, the study aims at answering the two following research questions:
1 What are the links between creative writing o f short stories and poem s a n d writing sk ill im provem ent f o r IB D f ir s t ye a r students in NEU?
2 H ow can the links have their im pacts on teach ers’ teaching m ethods o f writing skills and stu d en ts’ writing perform ance?
The significance o f the s tu d y
Creative writing remains a relatively new concept for English language teachers in Vietnam, despite its long-standing application in many other countries To date, only a few courses on creative writing have been organized for teachers in Vietnam This study aims to introduce a new approach to teaching writing for university English teachers within the Vietnamese context It emphasizes students' motivation to write and their awareness of the importance of developing strong writing skills The research also encourages students to build confidence by discovering and nurturing their own creative talents with language Additionally, relevant teaching experiences in incorporating creative writing into English lessons within the IBD program are shared to provide practical insights.
Research indicates that adopting this new teaching approach enables Vietnamese university English teachers to be more open-minded and Better equipped, ultimately enhancing students’ writing performance This innovative method contributes significantly to improving the quality of writing skills among Vietnamese students.
The organization o f the th e s is
This thesis is structured into five chapters, beginning with an introduction that outlines the research topic's rationale, objectives, and key research questions The Literature Review chapter examines various definitions of creative writing, focusing on specific types and highlighting gaps in existing research related to teaching writing The Methodology chapter details the experimental research approach, including participants, variables, data collection tools, and procedures The Findings chapter presents the research results, analyzes the data, and offers practical implications and recommendations Finally, the Conclusion discusses the study's limitations and provides practical insights for teachers and researchers to inform future studies on writing skills.
Chapter 2, Literature Review, is divided into three essential sub-sections The first sub-section explores the theoretical foundations of writing, including its definition and various forms The second sub-section highlights the benefits of creative writing in the classroom, emphasizing how it enhances language learning and teaching effectiveness It also addresses practical questions about how to implement creative writing activities and what topics to focus on in an educational setting The third sub-section provides a concise summary of the key insights discussed throughout the chapter, reinforcing the importance of understanding writing theory and practice for improved language education.
W ritin g
Definitions o f w riting
Writing is fundamentally a sequence of sentences arranged in a specific order and connected coherently, as explained by Byrne (1991), who emphasizes that sentence order is crucial to effective writing Byrne highlights that when individuals connect sentences and record them on paper, it constitutes the act of writing, underscoring the importance of logical flow Additionally, Rozakis (1997) elaborates further, emphasizing that effective writing involves organizing sentences in a meaningful way to clearly convey ideas.
Writing is a vital means of communicating a message effectively to a reader, emphasizing the importance of clear, organized, and accurate expression of ideas According to Leki (1976), good writing involves transferring thoughts from the writer's mind to the reader's without distortion, highlighting the significance of proper organization, vocabulary, and grammatical choices to suit both the subject and audience Rhodes (1995) notes that the true reward of writing lies not in immediate gains but in the lasting impact created through diligent effort, as written works can endure over time and remain influential Compared to other personal life events, structured writing is more durable and timeless, with books serving as prime examples of works that can outlive their creators and maintain popularity across generations.
Brannon, Knight, and Never-Turk (1982) emphasize that writing is a form of art rooted in creativity, viewing it as a creative act rather than a mechanical task They describe writing as a process similar to painting, involving continuous decision-making and artistic expression According to them, writing is not simply assembling words into sentences or following a fixed plan but a dynamic and imaginative process that requires inherent creativity This perspective highlights that writing is fundamentally an art form that anyone can create through thoughtful and artistic choices.
Creative writing is essential, as it involves skillful use of lexis, grammar, and style to transform ideas into coherent sentences and groups, effectively expressing feelings and emotions Writing is a craft, not an exclusive talent, that anyone can learn with dedication and effort, similar to weaving or playing an instrument It is a creative process of transferring the writer's emotions and ideas to the reader, allowing for effective communication through thoughtful choices Despite its creative nature, good writing also adheres to fundamental rules that ensure clarity and coherence.
Types o f writing
Traditionally, the types o f writing are divided into narration, description, exposition, an d persuasion (Rozakis, 1997)
Narration -writing that tells a story
-tells about real events includes biographies and autobiographies and deal with fictional events include short stories, myths, narrative poem s, and novels
-creates a word picture o f what something or som eone is like
- made up o f sensory details that help readers form pictures in their minds
Effective imagery in writing employs vivid descriptions that appeal to the five senses—sight, hearing, taste, touch, and smell—creating a more immersive experience for readers While imagery is used across various genres, it is most prominently featured in poetry to evoke emotions and enhance the reader's connection to the text Incorporating sensory language not only enriches storytelling but also makes the content more engaging and memorable.
Exposition -explains, shows, or tells about a subject - the most common type o f everyday writing -includes news articles: memos; business reports, and notes
-tries to m ove an audience to thought or action (e.g newspaper editorials, advertisements, and letters to the editor)
Table 1: F our fo rm s o f writing
All four types of writing share a vital element: the audience, as writing always aims to convey messages to a specific reader The core message of writing lies in its content, which can be expressed through various methods This study emphasizes the importance of descriptive writing, highlighting how it helps students build their own understanding and expression without barriers People write to communicate ideas, seek knowledge, fulfill dreams, share information, or simply satisfy their passion and nourish their soul.
Creative w riting
Definitions o f creative w ritin g
Creativity in writing is often difficult to define, but certain forms like short stories and poetry are generally considered more creatively expressive than essays or thesis writing Both teachers and students face challenges in teaching and mastering creative writing, perceiving it as a complex and elusive skill Achieving the level of originality and excellence seen in renowned literary works remains a difficult goal for many writers.
According to Rozakis (1997), all writing is inherently creative; however, creative writing distinguishes itself from everyday, ordinary writing by its unique expression and originality When producing written works, writers often draw from their creativity, resulting in unique products that hold different values for each author.
At the 2006 Creative Writing Workshop at Hanoi Open University, Maley emphasized the importance of originality in creative writing, highlighting how writing short stories or poems allows us to produce unique ideas rooted in our own creativity Rozakis (1997) supports this view by stating that creative writing encourages original thought and personal expression, making each piece one-of-a-kind.
Writing is a form of expression that employs language in imaginative and bold ways Developing the ability to create aesthetically pleasing or artistically appealing content in a foreign language enhances our appreciation of language use This skill not only helps us recognize the intricacies of language but also provides the satisfaction of achieving a creative accomplishment.
W hen w riting an expository text we are essentially instrum entally motivated
Expository writing aims to present facts, ideas, and opinions logically, consistently, and objectively, following grammatical and lexical rules to ensure clarity In contrast, creative writing is aesthetically driven, focusing on the imaginative portrayal of emotions, events, characters, and experiences while adhering to language patterns and forms Creative writing not only respects language rules but also promotes language development across grammar, vocabulary, phonology, and discourse By engaging with language in novel and challenging ways, learners deepen their understanding, leading to improvements in grammatical accuracy, lexical appropriateness, and stylistic features such as rhythm and intonation.
Creative writing is a deeply personal activity that involves emotion, allowing writers to express their personal feelings, thoughts, and knowledge As Maley (2006) states, it provides an opportunity for self-expression and conveying personal meanings The ingenuity of a plot or the complex structure of a poem reflects conscious creativity, not random thinking Importantly, creative writing has the power to evoke sensations and emotional responses, making it versatile and open to multiple interpretations, unlike expository writing which tends to be more straightforward.
Creative writing fosters imagination and self-expression while adhering to language rules, making it an essential component of English education Incorporating creative activities allows teachers to engage students’ creativity and encourage active participation in the learning process Such activities help students build confidence, see peers as unique individuals, and expand their vocabulary Collaborative writing tasks also break down barriers to idea generation, as students exchange thoughts during discussions Ultimately, creative writing enables students to recognize their own creativity, explore their imagination, and enhance their mastery of English writing skills.
Types o f Creative W ritin g
Various types of creative writing are widely found in newspapers, magazines, publications, and online platforms According to Rozakis (2007), the most common and recognized types of creative writing are familiar to students in school settings These diverse writing styles can be utilized to develop engaging classroom activities; however, selecting suitable activities depends on available resources and students’ skill levels, especially for first-year students in the 1BD program at NEU Each student may have a preferred or strongest type of writing, but poems and short stories are notably popular, offering abundant sources for teachers to help students enhance their imagination and creativity with manageable and effective classroom activities.
2.2.3 Benefits o f creative writing in the classroom
Implementing creative writing in the classroom is highly important, as it encourages students to develop their individual writing skills for personal expression rather than just academic tasks Powell (1996) highlights that creative writing, including poems and short stories, serves as an effective tool to motivate students to write creatively Additionally, this approach can enhance students' English language skills by improving vocabulary and grammatical accuracy, ultimately leading to better language proficiency.
In "Poetry in the Adult ESL Classroom" (1999), Eric highlights that poetry offers adults rich opportunities for language development, content understanding, and community building Poetry's repetition of words and structures fosters language learning while encouraging playful use of rhythm and rhyme Its universal themes often provide insights into individuals’ lives, cultures, beliefs, and practices When teachers and learners collaboratively write and read poetry, they establish meaningful connections with the texts and one another, creating a powerful learning experience.
Blue (1997) encouraged ESL students to think beyond traditional academic research papers by integrating creative writing into their work He promoted combining creativity with academic research to make the process more engaging and less intimidating Blue's innovative approach involved students developing "creative research stories," which harnessed their creative energy while maintaining academic rigor This method helps students enhance their language skills and develop a deeper understanding of research through a more expressive and motivating assignment.
In 1997, the approach aligns with T.S Eliot’s philosophy that “amateurs borrow; professionals steal,” by encouraging students to imitate stories written by professional authors Students thoroughly research the author’s methods, style, and symbolism, gaining a deep understanding of their techniques They then “borrow” these ideas—acknowledging their amateur status—to create their own original stories This method promotes skill development through immersive learning and authentic imitation, fostering growth in storytelling abilities while respecting the craft of established writers.
Creative writing, including short stories and poetry, offers numerous benefits for students in the classroom, serving as an innovative and learner-centered approach to practicing English and understanding cultural and writing styles of native authors It enhances academic skills by improving text analysis and comprehension of both content and form, allowing students to learn from professional writers Additionally, creative writing provides a valuable emotional and creative outlet, balancing the intellectual demands of academic study with personal expression.
Creative writing plays a vital role in language learning by helping students notice and understand language patterns, which is essential for language acquisition According to Hammer (2001), noticing the use and meanings of words and sentence structures is central to learning a new language, fostering greater independence in learners Engaging in creative writing enables learners to identify and experiment with language patterns, improving their ability to use the language creatively and accurately Additionally, Viete (2006) emphasizes that focusing on pattern recognition in creative writing encourages learners to actively explore and manipulate language, thus enhancing their overall language proficiency.
Creative writing makes learning motivating and enjoyable by inspiring writers to seek meaningful words and expand their vocabulary It also enables learners to express themselves more effectively, fostering better understanding and connection with others According to Powell (1973), creative writing offers additional benefits that enhance language development and personal growth.
“ It gives us ownership o f language” Because according to Powell, we often associate creative writing with ‘good’ w riters and ‘good’ writers with the mythical
The concept of being a 'native speaker' often leads us to believe that true belonging in a language is unreachable However, creative writing can boost confidence in language ownership, demonstrating that even beginners can achieve a sense of mastery Additionally, it expands the expressive possibilities of language, revitalizing and reinvigorating communication According to Kramsch (2003), multilingual poems written by second language learners exemplify this, as they are fully comprehensible to audiences regardless of their knowledge of all the languages involved.
Creative writing courses provide students with an essential platform to express themselves creatively and bring their ideas to life, fostering a sense of pride and accomplishment Through crafting stories, poems, or other works, students learn to infuse their personality and personal "stories," enhancing self-expression These activities encourage students to explore their own truths, appreciate the joy of self-expression, and understand diverse perspectives by delving into their characters’ motivations Engaging in creative writing also broadens their outlook on life's possibilities by imagining different scenarios in stories Additionally, practicing storytelling improves language skills, making students more effective in both oral and written communication Overall, creative writing is a vital tool for developing essential communication abilities and nurturing personal growth.
Creative writing benefits not only language learners but also language teachers by inspiring them through the ability to create vivid images and worlds with words, which is an exciting intellectual experience According to Franz Andres Morrissey (2003), this creative process can boost teachers’ morale and enthusiasm Participants in creative writing seminars often feel motivated and energized, encouraging them to inspire their students to engage in similar creative pursuits Overall, creative writing fosters a sense of achievement and passion among teachers, enhancing their teaching experience and effectiveness.
Supporting teachers' enthusiasm to inspire creativity in students is essential Franz (2003) highlights that creative writing seminars are highly beneficial, as many language teachers find personal motivation through writing Engaging in playful, expressive writing allows teachers to explore different facets of language beyond their regular curriculum, offering a liberating experience from normative and prescriptive language use Feedback from teachers often indicates that such seminars serve as a recharge, enabling them to unleash their imagination and discover hidden abilities, fostering renewed enthusiasm While in-service training should not solely focus on boosting self-esteem, experiencing success in creative endeavors can invigorate teachers, allowing them to return to the classroom with increased energy and motivation.
Creativity offers teachers remarkable benefits by encouraging them to explore exciting and stimulating teaching methods Creative writing can enhance teachers’ language development and provide opportunities for self-improvement through feedback Additionally, designing activities beyond the standard course book helps teachers innovate and better engage students in the learning process.
Creative writing m ethodologies in ELT classroom s
Warm-up activities are essential in creative writing classes to support less confident students and reduce performance pressure, encouraging them to participate openly According to Franz Andres Morrissey in “Write on! - Creative writing as language practice,” incorporating oral and group activities allows students to first explore ideas collaboratively without the pressure of immediate written commitment Introducing playful, language game-based opening activities related to specific topics, such as characterization, makes the learning process engaging and non-threatening, leveraging the fact that most students find talking easier than writing These strategies create a supportive environment that facilitates easier Entry into new writing fields while building confidence. -Boost your creative writing classes with Talkpal’s AI-powered tools for playful, confidence-building language activities—[Learn more](https://pollinations.ai/redirect/2699274)
Blair (2008) emphasizes that every student has the potential for effective writing, and engaging writing activities can motivate learners while making teaching more interesting While most writing can occur outside the classroom, interactive activities like "ping-pong" writing—where students take turns adding lines to a poem—promote collaboration and creativity Teachers should design diverse activities, guiding students and providing constructive feedback to foster imagination Encouraging students to rewrite their first drafts helps improve vocabulary and language use Initially, students may find creative writing challenging due to unfamiliarity with the process, but once they write freely without worrying about grammatical or formal constraints, it becomes easier, allowing their imagination to flow naturally.
Creative writing encourages students to seek valuable feedback on their language use, which enhances their understanding of word effects and expands their writing possibilities (Viete, 2006) Presenting their work for feedback fosters improvements through suggestions and group discussions, allowing students to learn from peers and recognize their own creativity Feedback from teachers further aids students in refining their vocabulary and writing style, helping them identify mistakes and areas for improvement to develop their creative writing skills.
W riting poem and short stories in the classroom
Creative writing offers limitless possibilities across all genres, allowing students to experiment with short stories, dialogues, dramatic scenes, and poems in the classroom The primary constraints are time and space, making brevity essential for most exercises According to Eric (1999), starting with poetry can be particularly effective for beginners, while Viete (2006) highlights short stories as an excellent way to develop students' imagination Poems' brevity enables students to draft in class and facilitate group discussions, fostering confidence Many teachers feel uneasy about teaching poetry due to its perceived lofty nature, but students often find that formal constraints like rhyme are not necessary for creating impressive poems To make writing accessible, teachers should carefully select short stories based on everyday life and provide templates for poems that students can fill with their ideas, making the writing process easier and more engaging.
Poetry is a diverse art form, often defined as "the spontaneous overflow of powerful feelings," highlighting its foundation in genuine emotion and creativity It is described as the chiseled marble of language or a paint-spattered canvas—where words serve as the artist's tools, and the reader becomes the canvas Poetry originates from an imaginary place, requiring deep sincerity and emotional depth to truly touch the heart and evoke genuine feelings in the reader A powerful poem enables readers to experience the poet’s emotions firsthand, creating a sense of enchantment through carefully crafted language While various perspectives exist on the purpose of poetry—such as viewing it as the highest form of human expression or as an outlet for inner thoughts—not all are equally relevant for classroom activities Incorporating views like those of Charton and Kuperavage can encourage students to write freely and enjoyably, fostering a positive learning environment that emphasizes self-expression and emotional connection.
Poetry is perceived uniquely by each individual, yet it universally helps writers share emotions, thoughts, and inner life, often through metaphors Creative writing activities enable poetry teachers to guide students in using poems as a means of self-expression and communication Students find poetry a way to release emotions, speak their souls, and connect with the world, using language to describe beauty and wonder Through poetry, young writers believe they can contribute to making the world a better place and achieve harmony and integration with their surroundings through the power of language.
Creative writing of short stories is a fantastic way to encourage imagination and enhance learning Actively writing in English helps learners gain a deeper understanding and appreciation of the language Starting with familiar objects, people, or personal emotions allows students to express their feelings and thoughts effectively in a second language, fostering both language skills and creativity.
A short story is an illustration of one facet of human nature, often featuring a character who undergoes a significant event that leads to personal change Although short stories typically focus on a narrow or specific theme, their precise and impactful storytelling can create a profound effect on the reader Sometimes, this effect is so powerful that it feels like a life-changing or almost religious experience, akin to witnessing a rare and fleeting moment in nature.
Keegan (1999) highlights that the perfect short story is crafted with a poet's sensitivity to language, emphasizing precision, rhythm, and sound to create a profound effect Unlike novels, short stories and poetry rely on the interplay, placement, and musicality of words to convey deeper meaning beyond their literal form Understanding this relationship between poetry and short stories can enhance creative writing skills, as both forms focus on the artistic use of language to evoke emotion and meaning.
Short stories inspire imagination and connect readers with nature and inner life, making them powerful tools for student learning They encourage students to use a wide range of vocabulary and express their ideas creatively, enhancing both their language skills and writing style By engaging with short stories, students can improve their vocabulary and develop a more creative and expressive approach to writing.
S u m m a ry
Creative writing emphasizes the use of imagination and artistic expression, allowing writers to convey emotions and develop their creative skills in a lively and engaging way It requires precision and a rich vocabulary, enabling focused exploration of specific ideas or literary forms While not all types of creative writing are suitable for classroom activities, genres like poetry and short stories are accessible and provide students with opportunities to explore language and unleash their imagination Creative writing complements oral communication, offering a dynamic method to enhance language skills and foster meaningful engagement Starting with familiar forms like poetry and short stories can help students improve their writing abilities, expand their vocabulary, experiment with various styles, and develop richer ideas through reading and imagination Overall, creative writing activities significantly contribute to students' writing proficiency, encouraging originality and expressive freedom.
This chapter covers all aspects of designing and executing the main study, beginning with the research question and operational definitions of key concepts It details the research design, participant selection, treatment methods—including writing activities such as poems and short stories—and assessment procedures Additionally, the chapter addresses important considerations related to reliability and validity to ensure the study's scientific rigor.
Experim ental research
This study explores the relationship between creative writing activities and language acquisition, emphasizing a predominantly cognitive approach It examines how engaging in creative writing can enhance language learning processes and outcomes The research is grounded in a framework initially developed by Jenkins (1979) and further adapted and expanded to better understand the connection between writing activities and language development.
H ulstijin (1989) This framework com prises five factors:
Processing model The way in which the linguistic input is processed by the learner.
Knowledge The learner’s current L2 knowledge.
Target structures Linguistic characteristics o f the writing features to be learned
N um ber and frequency W ith w hich the target structures appear in the input.
Com patibility Betw een learning and retention tasks.
Table 2: Five fa cto rs o f language learning fram ew ork
This research focuses on target structures, including ideas and vocabulary that students can utilize during classroom activities and in post-tests Classroom activities serve as essential tools to inspire students' learning of writing skills and help prevent boredom and difficulties associated with writing lessons By integrating relevant target structures into these activities, students are better equipped to develop their writing abilities effectively.
Subjects o f the s tu d y
This study focuses on 50 first-year students at the International Bachelor Degree (IBD) program at National Economics University, specifically from the Level 2 - Intermediate level classes I4A and I4D in Intake 4 The program is conducted in English, with students studying English as their major through five daily periods, four days a week By the end of their first year, students progress through four English proficiency levels—from Pre-Intermediate to Advanced—equivalent to an IELTS 6.0 score After completing their first year, students transition to major economics subjects, which are taught exclusively in English The English course materials used vary depending on the targeted language skills, supporting comprehensive language development.
These students are considered the most suitable subjects for this study because they are enrolled in an English-based course in collaboration with Sunderland University and the National Economics University, which ensures they receive significant attention from the institution's leadership and teachers Passing the Level 4 exam, equivalent to IELTS 6.0, is mandatory for students intending to continue with other major subjects within the program, motivating them to study diligently to avoid failing Additionally, teachers selected from the Foreign Language Faculty at NEU view this as a unique opportunity to experiment with and implement innovative teaching methods, as they have more flexibility to deviate from standard syllabi and lesson plans compared to other class types This environment encourages the adoption of new ideas to enhance teaching effectiveness and promote successful learning outcomes.
P ro ced ures
Designing pre-test and p o s t-te s t
The pre-test (Appendix 3) is designed to assess students' writing abilities, ensuring both groups have comparable English proficiency as a second language This type of pre-test is commonly used in the IBD program as part of the final writing assessment for Levels 1 and 2 The researcher selected one of the program-specific tests to measure writing skills at each level of IBD students, serving as the pre-test for both groups Participants in this study are students beginning Level 2 (intermediate level), where learners focus on brainstorming, generating topics, organizing ideas, and writing cohesive, well-structured paragraphs into clear, logical expository compositions The course textbook for Level 2 IBD students is "Writing from Within" by Curtis Kelly and Arlen Gargagliano, which supports developing these essential writing skills. -Boost your IBD students' writing skills seamlessly with AI-powered tools—[Learn more](https://pollinations.ai/redirect/2699274)
The pre-test is adapted from the Writing Examination of the Tyndale English Language Level 2 Certificate from December 2008, serving as a suitable tool to assess students' abilities The test content reflects students’ learning at Level 1, focusing on grammar, sentence building, vocabulary, and the effective use of provided information for writing However, students have not yet learned about paragraph structure, including topic sentences, concluding sentences, or coherence Consequently, the grading scheme emphasizes organization and accurate use of grammar and vocabulary with the given information, rather than evaluating skills in writing well-structured paragraphs.
The post-test (Appendix 3) is designed to evaluate whether students have achieved the objective of writing a good paragraph, aligning with the pre-test to ensure validity and facilitate comparison within and between groups Students are required to independently write an email without a sample, reflecting their understanding of good paragraph structure and email writing as taught in the course syllabus Additionally, the post-test assesses students' creative writing skills, specifically their ability to craft short stories and poems, which helps explore the connection between creative writing and effective writing skills This enables the researcher to measure students' improvement in paragraph writing and their development in creative writing, including poems and stories, after participating in the experimental course.
This article examines the impact of creative writing, specifically short stories and poems, on students' language development through pre- and post-test assessment schemes The focus is on evaluating ideas and vocabulary to measure improvements in students' writing performance and the quality of paragraphs By analyzing test scores, the researcher can determine the effectiveness of using short stories and poems as teaching tools and compare the writing achievements between two study groups This approach provides insights into how creative writing activities influence students' writing skills and overall language proficiency.
Schedule o f the m ain activities for the study
Weekly Activity: Chain stories / M ulti authored stories
Weekly Activity: D iam ond-shaped poem s Weekly Activity: Truth telling card Weekly Activity: Love Poem s
Weekly Activity: A cting in the stories o f
‘The Goose a n d the Golden E gg ’ a n d ‘The Boy and the Nuts ’
W eekly Activity: ‘‘Parents never say ” Weekly Activity: The p erson I adm ire
The stories can be varied due to the teacher
Teacher can choose another topic involving in describing people also
Table 3: Design o f the main study
Q uestionnaires
A questionnaire was administered to 25 students in the experimental group following their creative writing course focused on poems and short stories This method was chosen because it is cost-effective and less time-consuming than interviews and classroom observations Additionally, students tend to feel safer and more comfortable providing honest feedback when their identities remain anonymous, as confidentiality is assured Consequently, using a questionnaire enhances the reliability of the data collected.
The questionnaire consists of three main sections with a total of twelve questions, designed to gather comprehensive data The first section includes filter questions about students’ personal information, such as age, gender, English proficiency level, duration of English study, and number of classes attended weekly The second section explores students’ attitudes toward writing in general, providing insights into their perceptions and feelings about the subject The focus of the study is on the final section, which assesses students’ opinions on creative writing through Likert-scale questions ranging from strongly agree to strongly disagree These questions aim to measure expectations and satisfaction in relation to creative writing courses Additionally, questions about difficulties faced in learning to write poems and short stories are included to identify areas for future course improvements Students’ suggestions for making the course more successful are highly valuable for curriculum development The concluding question asks whether students would like creative writing to be included in the curriculum The collected data will be analyzed both quantitatively and qualitatively to produce reliable and comprehensive findings.
In 2007, my colleagues who attended creative writing workshops contributed valuable insights to improve the questionnaire by sharing their experiences and classroom observations They applied various creative writing activities with non-major English students for one semester, using these exercises as warm-up activities to enhance their students' writing skills Their practical application and feedback played a crucial role in refining the questionnaire to ensure its effectiveness in assessing creative writing practices.
Researchers can design questionnaires focused on short stories and poems to gather relevant insights However, these questionnaires primarily consist of closed-ended questions, which may limit respondents' ability to express their own opinions and can restrict the depth of responses This approach might lead to certain drawbacks, as respondents are confined to selecting from predefined options rather than providing personalized answers.
D escription o f data analysis tools
The test results o f the experimental group
This study analyzed and compared the pre- and post-test results of the experimental group to examine the relationship between creative writing of short stories and poems and improvements in writing skills among first-year IBD students at NEU The findings highlight how integrating creative writing activities can positively impact students' writing performance and inform teaching methods for enhancing writing skills The detailed results of the pre-test and post-test are presented in Table 5 and Figure 1, illustrating significant progress in students' writing abilities after the intervention.
Table 5: Pre- a n d P ost-test Results o f the E xpérim ental Group
Section 1 Section 2 Section 3 Section 4 Total
Figure 5.1: Pre- an d Post-test R esults o f the E xperim ental Group
The paired-sample t-test results in Table 5 indicate a significant improvement in writing skills for the experimental group, with mean scores increasing from 62.8 (SD = 9.80) in the pre-test to 70.4 (SD = 7.89) in the post-test The 7.6-point increase between pre- and post-test scores was statistically significant (p = 000), demonstrating the effectiveness of the intervention. -Boost your writing skills like the experimental group with AI-driven tools—[Learn more](https://pollinations.ai/redirect/2699274)
The study demonstrated significant improvements in test performance across all four sections, as shown by paired-sample t-test results (Section 1: p = 005; Section 2: p = 003; Section 3: p = 025; Section 4: p = 002), indicating positive changes from pre- to post-test Post-test mean scores increased in each section, with Section 1 showing a 1.4-point gain (pre-test M = 16.6; post-test M = 15.2), and comparable improvements of 1.6, 2.4, and 2.2 points in Sections 2, 3, and 4, respectively These results highlight the overall effectiveness of the intervention in enhancing participants’ performance across all tested areas.
A p-value of less than 0.05 indicates a statistically significant difference between pre- and post-test results in the experimental group, with the post-test mean being higher than the pre-test mean This improvement is visually depicted in Figure 5.1, where the post-test scores surpass those of the pre-test The results suggest notable enhancement in students’ writing skills, particularly in vocabulary usage and adding supporting details, as a result of engaging in creative writing activities such as crafting short stories and poems.
The test results between control and experimental groups
This study analyzed and compared pre- and post-test results of two student groups using independent sample t-tests The analysis aimed to assess initial performance differences on the writing pre-test and evaluate the effectiveness of creative writing exercises—specifically short stories and poems—on improving writing skills in the experimental group compared to the control group.
Table 6 and figure 6.1 present the pre- and post-test results o f the control group and the experimental group
P re -te st Control Group 62.4 10.11599
Table 6: The Test Results between C ontrol group an d E xperim ental Group
Control G roup Experim ental C ontrol Group
Figure 6.1: The Test Results between C ontrol group an d E xperim ental Group
The independent-sample t-test results (Table 6) reveal no significant difference in pre-test scores between the control group and the experimental group (p = 888 > 05), indicating comparable initial writing abilities Both groups demonstrated similar mean scores prior to the intervention, with the control group averaging 62.4 (SD = 10.12) and the experimental group averaging 62.8 (SD = 9.80) This suggests that students in both groups had equivalent writing skills before the study commenced.
The independent-sample t-test results in Table 8 reveal a statistically significant difference between the two groups in the post-test (p = 003 < 05) Despite similar pre-test average scores, the experimental group outperformed the control group in the post-test, with a mean difference of 3.6 points (Control Group: M = 70.4, SD = 7.89; Experimental Group: M = 66.8, SD = 9.00).
The pre- and post-test results for four sections of both the control and experimental groups are summarized in Table 7 and Figure 7.1 Independent-sample t-tests shown in Table 7 indicate that there were no significant differences in all four pre-test sections between the two groups, as all p-values exceeded 0.5, with similar mean scores suggesting comparable writing abilities before the intervention However, post-test results revealed significant differences in three sections, except for section 2, where the p-value was 0.183 Notably, the mean scores of the first two sections were similar between groups, with the control group slightly outperforming the experimental group in section 1 by 0.4 points The most remarkable improvements were observed in sections 3 and 4, with increases of 2.8 points and 1.2 points, respectively, favoring the experimental group.
Table 7: The Section Test R esults between Control Group (CG) and E xperim ental
25 20 15 10 ll IJI DU llll M il III
CG EG CG EG CG EG
Figure 7.1: The Section Test Results between C ontrol Group (CG) and
Discussion o f the test results
Based on the results o f the statistical analysis by means o f t-tests reported in the previous sections, this section focuses on the discussion o f the m ajor findings related to pre-reading activities.
The study provides clear evidence to reject the null hypothesis, which claimed that creative writing of short stories and poems has no impact on students' writing skill improvement The results demonstrate that creative writing activities significantly enhance the writing skills of IBD students These findings support the alternative hypothesis, confirming that engaging in creative writing positively influences students' writing development.
The comparison of pre- and post-test results revealed that the control group showed minimal improvements in writing skills, with slight increases in three sections and a decrease in one, indicating limited progress In contrast, the experimental group demonstrated significant improvement across all four sections after 10 weeks of participating in creative writing activities, such as short stories and poems These activities effectively enhanced students’ vocabulary, creative thinking, and overall writing abilities, suggesting that creative writing has a greater positive impact than non-creative approaches Additionally, creative writing fostered enjoyment, freedom, and greater motivation among students, encouraging them to express their ideas more confidently in English Overall, the results highlight that creative writing activities promote self-directed learning and help students use the target language more successfully and enjoyably.
Secondly, the com parison o f the pre-test results between two groups, the writing ability o f the control group and the experim ental group was quite similar.
The study found that both the control and experimental groups had similar pre-test scores across four sections, establishing a baseline for comparison After implementing creative writing activities, the experimental group's post-test results showed significant improvement, with scores in the last two sections notably higher than those of the control group These findings indicate that creative writing activities effectively enhance students' writing skills, leading to better performance in Post-test assessments Additionally, the study suggests that creative writing exercises not only improve writing proficiency but also contribute to an engaging and enjoyable learning experience, making them a valuable tool for language development.
The researcher observed that participants felt more confident and engaged in creative writing activities, highlighting their importance in effective writing development Students showed enthusiasm for this innovative teaching approach, which not only increased their interest but also provided meaningful reasons to write Creative writing activities offer students valuable opportunities to enhance their writing skills and express themselves more effectively.
Creative writing is a relatively new approach for both teachers and students, yet it offers significant benefits by motivating teachers to teach writing and encouraging students to learn it effectively Experimental test results indicate that students engaged in creative writing activities demonstrate greater improvements in their writing skills compared to those who do not participate in such activities Additionally, incorporating creative tasks fosters a more positive learning environment, allowing students the freedom to express their feelings and emotions beyond traditional academic constraints Creative writing activities not only create a comfortable and engaging classroom atmosphere but also enrich students’ vocabulary and expose them to various language styles from authors of short stories This approach helps students organize their ideas logically and develop critical thinking skills, making their learning process more meaningful and effective.
Questionnaire a n a ly sis
Students’ attitude toward Creative Writing o f short stories and poetry
■ How creative are you in general?
■ How much did you enjoy your Creative Writing lessons?
Nota! all Not really Soso Quite a lot very(much)
F igure 9: S tu d en ts’ attitude towards creative w riting in general
This study aims to assess students' attitudes toward creative writing of short stories and poetry by examining their actual creative writing abilities According to the data, 48% of students rated their creative writing skills as average, indicating a moderate self-assessment of their abilities Only 4% of students perceived themselves as either very creative or not creative at all, suggesting a generally modest self-evaluation Additionally, 32% of students, or 8 out of 25, considered themselves quite creative, reflecting a diverse range of self-perceived creative potential among the students.
Most students have an optimistic outlook on their creativity, recognizing its importance in enriching their lives Approximately 40% of students quite like creative writing lessons, 16% enjoy them very much, and 36% consider them to be of a normal level, indicating mixed preferences Notably, no students disliked creative writing activities, and only 8% were not really fond of them Interestingly, only 24% of students had prior experience with creative writing, which explains why many found these activities particularly appealing and engaging.
It is difficult, 8% It is notas difficult as I expected, 12%
It is boring and a waste of time, 0%
Figure 10: A ttitudes o f students tow ard Creative Writing o f short stories and poem s
60% of students find creative writing in class to be fun and enjoyable, appreciating its role in enriching their imagination None of the students considered creative writing boring or a waste of time, highlighting its engaging nature Additionally, 20% of students acknowledged that creative writing helps improve their overall writing skills, emphasizing its educational benefits.
The more students practiced creative writing, the better they understood that it was not as difficult as they initially thought A key advantage is that they are free from strict rules and regulations, allowing them to express their feelings and ideas openly Engaging in activities and group work helps students learn more about their friends and realize their own and their peers' creativity, which is a fantastic outcome Importantly, creative writing provides an opportunity to activate and nurture their imagination, encouraging them to channel their thoughts onto paper more freely.
So to take advantage o f their enjoym ent and im agination to create their
‘m asterpiece’, each o f them has chosen his/her activities o f short stories and poems they enjoy m ost as the following table
Activities N um ber o f students choose it as most favorite one l.C inquain poems 7
2.Chain stories/m ulti-authored stories 19
Table 8: Creative W riting activities students enjoyed m ost
Students could select multiple activities they enjoyed, with activities 2, 3, 6, and 7 being the most popular among the experimental group, as more than half of the students favored them They tended to prefer activities that involved working in pairs or groups, which encouraged collaboration Since students were not responsible for the quality of the final products and did not know the placement or development of sentences and paragraphs, they found the resulting poems and stories to be more interesting and surprisingly creative when read aloud This collaborative and anonymous process often led to unexpected and engaging outcomes, enhancing student interest and participation.
Love poem s are not students' first choices (only 3 and 5 respectively students out o f
25 chose them as the m ost favorites ones) because they found difficult when writing poem with provided words, or a little bit boring when writing what parents never says.
Based on data analysis, creative writing significantly enhances students' imagination and creativity, leading to improved writing skills Students prefer pair and group work over individual tasks, as collaborative environments boost their confidence and foster idea generation They find joy and excitement in creating works that combine diverse ideas, discovering newfound creativity and pleasure in creative writing However, some creative writing activities are less appealing due to lack of interest and engagement, highlighting the need for teachers to carefully design activities that attract students and promote active participation in writing lessons.
Students’ difficulties when approaching creative w riting
The experiment revealed that 32% of students had no difficulty taking the course, demonstrating their proficiency and confidence Conversely, the remaining students faced various challenges such as limited imagination, time management issues, laziness, lack of ideas, vocabulary limitations, and other difficulties, as illustrated in Figure 8 These insights highlight the diverse obstacles students encounter in course participation and underscore the importance of targeted support strategies.
My parents The activities The tasks were were not took too much beyond my creative of class time, 7% imagination, 15
Figure 11: D ifficulties in doing creative writing activities o f sh ort stories and poem s
The pie chart indicates that the primary challenge students face in creative writing activities is vocabulary, accounting for 35% of difficulties The second most common issue is generating ideas, representing 17% of respondents, with 15% expressing that the tasks are beyond their imagination Laziness also affects students' performance, comprising 13% of concerns Fortunately, only 7% of students believe that these activities consume too much class time.
Vocabulary plays a crucial role in learning a foreign language, especially in writing, as it allows writers to effectively express their ideas Poets and writers need a rich vocabulary to convey meaning clearly, even if they don't always rely on strict grammatical rules Student laziness and lack of reading and writing practice hinder language development and lead to poor writing quality Additionally, students often find creative writing challenging because they have difficulty understanding the concept and feel overwhelmed by topics that seem beyond their imagination To overcome these difficulties and enhance the teaching and learning of creative writing, it is important to implement targeted strategies, which will be discussed in the next section.
Suggestions on course improvement
Activities % Class management % Teacher’s role %
More interesting ideas for activities
20% More individual work 8% Give students more time to write
More poetry writing 16% More pair and group work 24% Read students’ writings aloud
28% Work in different groups 20% Assign some writing to do at home
12% Paper provided by teacher 16% Take notes on mistakes and correct later
Table 9: Students ’ suggestions f o r im provem ent
Based on the analysis, three key areas need improvement to enhance the course: activities, class management, and the teacher's role In terms of activities, 28% of students desire more short stories, while 20% seek interesting ideas for writing, slightly surpassing the 16% interested in poetry writing Additionally, 12% of students expect newspaper article writing already included in the course book, whereas only 8% favor guidebook-style assignments, with 16% expressing the desire for more varied activities beyond these options.
The most popular classroom management strategy among students is increasing pair and group work, accounting for 24% Less concern is shown towards granting permission to work in different groups (20%), and only 8% favor working individually Teachers providing paper for students' activities makes up 16%, while rewards are valued at 20% Additionally, 8% of students wish for their writings to be edited and typed for documentation, but surprisingly, only 4% prefer reading their works aloud in class.
The table on teachers’ roles highlights that 40% of students believe correcting mistakes and providing feedback is essential, helping them understand what, why, and how errors occur to improve future performance Additionally, 24% of students prefer completing writing assignments at home, while 20% need more time to complete their writing tasks The remaining 16% of students favor reading their writing aloud after finishing to enhance their learning.
Eighty-eight percent of students expressed interest in taking creative writing as a subject, highlighting its success in inspiring their creativity and imagination The course, which included activities like writing short stories and poems, effectively promoted students' writing abilities Only 12 percent responded with a negative answer, demonstrating the overall positive impact of the program on fostering creative skills among students.
Students are more motivated when learning activities are engaging and focus on stories and poems rather than journal articles or guidebook-style writing Collaborative work in pairs or groups can significantly inspire students and enhance their engagement with the material However, many students are reluctant to read their own written work, indicating a need for increased confidence-building activities Additionally, providing students with more time to write and revise their work is essential, as limited time hinders thorough error correction Addressing these factors can improve the overall effectiveness of the course and boost student motivation and performance.