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Developing Creative Writing Skills in EFL Students: An Action Research
2022, DergiPark (Istanbul University)
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CENTRAL ASIAN JOURNAL OF SOCIAL SCIENCES AND HISTORY
Central Asian Studies
In this article we focus on free creative writing activities with the control of the teacher. Because, writing is essentially a creative process. Learning how to write in English is impor¬tant. Creative writing gives learners practice in composing and complements more tra¬ditional approaches. This article de-scribes activities that focus on communi¬cation and self-expression. Learners will be encouraged to write if writing tasks motivate them and keep them interested.
Zulfiqar Ahmad
The study attempted to move away from the more traditional Presentation, Practice, Production model of teaching to experiment with the Task Based Learning approach. Action research framework was adopted to observe a writing class with a focus on developing the paragraph level skills of the Preparatory Year EFL students. Teacher notes, peer observation report, samples of students' writing and a short student survey were used to collect the data. The results revealed that the new approach though mostly successful and effective had a few issues in regard to activity management and feedback on students' performance. The study recommends a series of similar action research initiatives to further validate the newly used teaching approach as well as introduce other pedagogic approaches which have not been practiced so far.
Shelina Bhamani
This research aimed to improve written expression (composition) skills of 5th grade students of an elite private school. The research was designed under the paradigm of action research. A total sample of 39 students' from the same grade was chosen for the study. The baseline assessment was carried out to explore the pre-intervention writing skill score of the students prior to the intervention cycle one. Later, intervention and writing skill support strategies were carried out for eight weeks. In the end, post-test was carried out to explore the differences occurred in the writing score of the students as a post intervention effect. The findings obtained from the quantitative data showed the improvement in the written expression skills of the students. It was observed that through taking the above mentioned measures, the teachers can help students improve their writing skills.
Selamet Jaelani
Abstract The objectives of the research are to examine: (1) whether Content-Based Instruction is more effective than Problem-based learning to teach writing to the EFL Learners; (2) whether the EFL Learners having high creativity have better writing than those having low creativity; and (3) whether there is an interaction between teaching methods and EFL Learners’ creativity in teaching writing.The research method of this research was quasi-experimental research. The techniques of collecting data were creativity test and writing test given to the both classes. The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 x 2 and Tukey test.The result of data analysis showed that: (1) Content-Based Instruction was more effective than Problem-based learning to teach writing (2) the EFL Learners having high creativity have better writing than the EFL Learners having low creativity and (3) there was an interaction between teaching methods and EFL Learners’ creativity in teaching writing. Based on the finding, it can be concluded that Content-Based Instruction was an effective method to teach writing.
Syarifah Aini Pane
This journal discusses the application of poetry writing strategies for creative writing for Indonesian EFL students, but it will be very difficult for students who do not know the language first. But the students can imagine and express themselves through the writing of the poem. This article is very good because the
English Teaching & Learning
Chun-Chun Yeh
Previous research on learning and teaching creative writing in English as a second or foreign language contexts has focused on courses or workshops devoted to writing of poetry or stories, very few studies have addressed how creative writing may be used in an EFL writing course to enrich students’ learning and writing experience. Using in-depth interviewing as the main research tool, this paper investigates eight Taiwanese undergraduate students’ experience of creative writing as an autonomous, free-choice writing assignment. Findings suggested that students conceptualized creative writing as free and unstructured, stimulating thinking and offering an opportunity for their imagination to run wild. In the one-year exploration of creative writing, students gradually developed their own approaches and exhibited different writing orientations, some drawing mainly from daily life experience and some leaning towards imagination. Overall, students’ writing motivation, learner autonomy, and audience awareness were enhanced, which may be attributed to peer response groups and minimal teacher intervention in students’ writing process. Implications of these findings for researchers and educators are discussed.
Theory and Practice in Language Studies
Hamid Marashi
Herri Mulyono
This article documents an English as a foreign language (EFL) classroom writing activity to promote students’ creativity. This classroom writing activity had two main objectives: to provide students with writing exercises that would promote practical use of written English language as a means of communication, and to facilitate students’ creativity in engaging with and solving problems in their social community. A real-world pedagogic writing task was developed to achieve these two objectives. The activity was carried out in a junior secondary school extracurricular program with 16 students from Years 7 and 8. Students’ perceptions of the writing activity were positive, and more importantly, their awareness of social issues in the community improved as students became engaged in meaningful communicative situations in their real social environment.
Mimouna Zitouni
Writing as a work of art and a form of connection has become the framework of our world’s communication, business, job-opportunities, and foreign language education. In their early struggles with major skills, English as a Foreign Language (EFL) students describe the process of writing as problematic and complicated. Yet, throughout time as their academic tasks become more demanding and enquiring and with the assistance of their teachers, these language learners can become writing connoisseurs. This paper tried to explore if these students can overcome the writing difficulties by engaging in assigned activities. The data were collected through a case study carried out with third Year LMD students using questionnaires administered to the learners, informal interviews, discussion classes and assessment of students’ feedback from the assignments. Findings demonstrate that the suggested techniques have helped the learners’ promote their writing aptitudes and nourish their motivati...
IOSR Journal of Humanities and Social Science
Bijay Swain
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Creative Writing Research: What, How and Why
- First Online: 23 July 2023
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- Graeme Harper 2
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Creative writing research is actively moving us further toward knowing what creative writing actually is—in terms of our human actions and our responses when doing it. It is approaching such things as completed literary works and author recognition within the activities of creative writing, not mostly as representatives of that practice, and it is paying close attention to the modes, methods and functions of the writerly imagination, the contemporary influence of individual writer environments on writers, to writerly senses of structure and form and our formation and re-formation of writing themes and subjects. We certainly understand creative writing and creative writing research best when we remain true to why creative writing happens, when and where it happens, and how it happens—and creative writing research is doing that, focusing on the actions and the material results as evidence of our actions. Creative writing research has also opened up better communication between our knowledge of creative writing and our teaching of creative writing, with the result that we are improving that teaching, not only in our universities and colleges but also in our schools.
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About this chapter
Harper, G. (2023). Creative Writing Research: What, How and Why. In: Rebecca Leung, ML. (eds) Chinese Creative Writing Studies. Springer, Singapore. https://doi.org/10.1007/978-981-99-0931-5_12
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IMAGES
VIDEO
COMMENTS
E NHANCING STUDENTS' C REATIVE W RITING SKILLS: AN. A CTION R ESEARCH PROJECT. Laraib Nasir, Syeda Meenoo Naqvi, Shelina Bhamani. Abstract: This research aimed to improve written expression ...
Creative writing for publication: An action research study of motivation, engagement, and . . . 405 The studies reviewed above illustrate the pedagogical potential of creative writing when it is used in the EFL classroom with teenage learners. Nonetheless, few studies have investigated the relationship among teenage student creative writ-
This research aimed to improve written expression (composition) skills of 5th grade students of an elite private school. The research was designed under the paradigm of action research. A total sample of 39 students' from the same grade was chosen for the study. The baseline assessment was carried out to explore the pre-intervention writing skill score of the students prior to the intervention ...
Hence, this study was established with an aim of enhancing the creative writing skills. 3. Methodology The desired and suitable research design for this research was Action Research as the subject for this research was the creative writing skills of grade five students after observing that the students' performance and result was not as expected.
Keywords: Creative writing, Action research, Essay writing, English, Language I. INTRODUCTION One of the most vital elements of education and literacy is Language. Learning a language is similar to swimming and riding a bicycle. We learn them by practice and use. There are four basic skills of language learning.
The research was designed under the paradigm of action research. A total sample of 39 students' from the same grade was chosen for the study. The baseline assessment was carried out to explore the pre-intervention writing skill score of the students prior to the intervention cycle one.
Academia.edu is a platform for academics to share research papers. Developing Creative Writing Skills in EFL Students: An Action Research (PDF) Developing Creative Writing Skills in EFL Students: An Action Research | Vidhya Pokhrel - Academia.edu
Research in creative writing most often happens in individual circumstances, defined by a single researcher and that researcher's personal interests or needs, not involving any kind of special equipment (and often not undertaken in specific locations), and pursued for personal interest not for disciplinary reasons (that is, not primarily for advancing discussions of a particular topic in the ...
Writing skill is an important process that allows the person to use high-level cognitive skills such as analysis, synthesis and evaluation, and in this process, it is necessary to organize thoughts, conduct research on a topic, and establish a link between the previous and new information (Tiryaki & Demir, 2016).
of the schools. Hence, this study was established with an aim of enhancing the creative writing skills. 3. Methodology The desired and suitable research design for this research was Action Research as the subject for this research was the creative writing skills of grade five students after observing that the students'
Writing about action research is not the same as doing action research. Our collective experience in reviewing hundreds of AR manuscripts has led us to iden-tify five ideas we see as critical for writing that does justice to the important work being done in the field: (a) adding value; (b) showing, not just telling; (c) making
researcher designed an action research to teach writing skill through guided writing. The purpose of the research is to investigate whether or not guided writing can improve students' writing skill. The action research was conducted in two cycles. Each cycle consisted of four steps: planning, action, observation and reflection.
These results prove the main research hypothesis: Creative writing multi-tasks have a significant impact on developing the experimental group's creative writing competence, compared to the control group. ... to write, you have to repeat the action many times as a musician and dancer do, must repeat the step enough. Arab World English Journal ...
One of the most vital elements of education and literacy is Language. Learning a language is similar to swimming and riding a bicycle. Thus the present action research is aimed to improve the writing skill of the 7 th standard students creatively in an Elementary school. A total sample of 15 students' from the same grade was chosen for the study. The baseline assessment was carried out to ...
presents key abilities that underlie creative research practice through a combination of scienti c literature on creative con dence, experiential exercises, and guided re ection. By focusing attention on how research happens as well as its outputs, researchers increase their ability to address research challenges and produce the outputs they ...
Keywords: Writing skills, Writing motivation, Attitude towards writing, Action research, Educational game. Introduction Writing skill, which includes cognitive, affective, physiological, and social processes, is a complex and difficult skill to acquire among the four language skills. Writing in the form of a mere narration skill is insufficient to
ABSTRACT The aim of the action research reported here was to examine the differential effects of the 'writers' workshop' approach on the L2 (English) writing skills of upper-primary students ...
program on developing creative writing skills of first year secondary school students. The participants of the study were two groups; experimental and control group. Instruments 1. A questionnaire of creative writing skills (CWQ) to determine the most important creative writing skills for first year secondary school students. 2.