Creative writing and its effects on english language learning in second level students at the University of Cuenca

Abstract

English as a Foreign Language has begun to move into a core subject in educational systems worldwide in recent years.This study focuses on the effect creative writing activities had on English Language Learning in second level students at the University of Cuenca in Ecuador. At the outset of the course, 26 participants had an A1 level and ended the course at an A2 level based in the Common European Framework of Reference (CEFR). A mixed method design was used for data collection. The quantitative phase consisted of a pre and post-test English proficiency exam based on the CEFR and a Torrance Test of Creative Thinking to determine level of creativity. Students were then presented with a 32 hour treatment where creative writing activities were used. Writing was completed using the process method to guide students to the pinnacle of Bloom’s Taxonomy. The qualitative phase consisted of various questionnaires to obtain students’ perspective on learning English and the use of creativity in written production. In addition to questionnaires, a research journal was kept and a focus group was conducted in order to triangulate what the researcher perceived and how students felt about the intervention. Results from the study indicate that the intervention did increase student academic achievement. Also, students responded that they enjoyed the assignments and were able to increase their vocabulary autonomously. The teacher also perceived that using creative writing and implementing a process approach, students were more relaxed and confident when handing-in their written composition.