Speakers
Description
Creative writing is often associated with higher-proficiency language learners, yet structured imaginative tasks may also benefit lower-level students. This classroom-based study examined a scaffolded creative writing sequence with 29 Japanese university EFL learners. Students completed three increasingly open-ended tasks and pre- and post-intervention surveys measuring creative writing self-efficacy, perceived value, and anxiety. Their written responses were also analysed using a creativity-focused rubric. Results indicated significant gains in self-efficacy and perceived value, while anxiety decreased modestly but not significantly. The presentation considers how carefully scaffolded creative writing can support lower-level learners’ engagement, confidence, and written expression.