Fostering creative writing in EFL learners: a mixed-methods study of an iterative e-learning model
Résumé
Abstract Developing creative writing skills remains a persistent pedagogical challenge for English as a Foreign Language (EFL) learners, particularly where learners must balance originality and voice with linguistic accuracy under instructional constraints. This study evaluated an iterative e-learning model intended to foster creative writing by integrating process-oriented collaborative drafting with product-focused reflective e-portfolios. Using a convergent parallel mixed-methods design, 60 first-year EFL undergraduates completed a 12-week intervention in either an experimental group (n = 30) or a traditional-instruction control group (n = 30). Quantitative pre- and post-tests assessed five creative-writing dimensions (originality, accuracy, self-expression, fluency, flexibility) and a composite Total Creative Writing score, while qualitative data were drawn from semi-structured interviews and students’ e-portfolio reflections. At post-test, the experimental group obtained higher Total Creative Writing scores (M = 83.60, SD = 6.80) than the control group (M = 46.30, SD = 10.13). Between-group analyses indicated statistically significant post-test differences across all measures (p < .001), with large effect sizes (η 2 = .71–.89). Qualitative findings corroborated and explained these outcomes: students highlighted the contribution of iterative revision cycles, the value of contextualized collaborative feedback, and the motivational and metacognitive benefits of reflective portfolio work. Taken together, the mixed-methods evidence suggests that—within this institutional setting—an integrated model combining collaborative drafting and reflective e-portfolios is a promising approach for supporting EFL creative writing development; however, because intact classes were used in a quasi-experimental design, the results should be interpreted as context-bounded evidence of effectiveness and plausible mechanisms rather than definitive causal proof.
Citer ce document
Accès au document
Texte intégral en lecture en ligne, réservé aux abonnés SPHAERO et aux membres de l'institution. Se connecter
Voir l'article sur le site de la revueStatistiques
Consultations : 1
Téléchargements : 0