Creative writing tasks in academic writing in EAL classrooms

Citation

Thornbush S & Yilmaz A Creative writing tasks in academic writing in EAL classrooms. IATEFL International Conference and Exhibition, Edinburgh, UK, 08.04.2025-11.04.2025.

Abstract
This study explored the impact of creative writing (CW) tasks on the academic writing (AW) skills of English as an additional language (EAL) students preparing for the IELTS exam. It examined whether engaging in CW activities (e.g., such as writing short stories, poetry, songs, and comic strips) enhanced AW by improving vocabulary, reducing exam-related anxiety, and fostering creativity. Employing a multiple case study design, the research involved five EAL students at a UK Sixth Form College. Data were gathered through a survey on writing preferences and attitudes, two writing tests (pre- and post-intervention) to measure AW progress, and reflective journals documenting students' experiences with CW tasks. Over a four-week period, students engaged in various CW activities, including graded readers, poetry, songs, and comic strips. Visual content was used to stimulate discussion and brainstorming, with an emphasis on lexical development. Writing lessons followed a process-based approach, incorporating brainstorming, outlining, drafting, peer and teacher feedback, and revising. Quantitative and qualitative methods were used for data analysis. Survey results offered insights into students’ attitudes towards CW tasks, while pre- and post-intervention writing tests were analysed with Cathoven AI to evaluate language use, vocabulary development, and writing complexity. Reflective journals were qualitatively analysed to explore students' perceptions of CW tasks. The study highlighted the effectiveness of CW in improving AW skills and provided valuable insights for teaching strategies and curriculum development. It contributes to understanding how CW activities can enhance language learning and improve outcomes for students preparing for high-stakes exams like IELTS.