The Impact of Creativity Enhancement on the Writing Ability of Young EFL Learners

Abstract

The present study aimed to investigate the impact of creativity enhancement on young EFL learners' writing ability. The participants of the study were 45 EFL children at the higher levels of studying English. The participants were randomly assigned to one control and two experimental groups. The control group did not receive any specific treatment and only took the writing posttest; the two experimental groups received different kinds of writing activities. The first experimental group, the creative group, dealt with writing activities that included creativity elements which would enhance the learners’ synthetic, analytic, and practical abilities with the aim of making them more creative in their writing. The non-creative group was exposed to the same number of writing activities but lacking creativity elements. A writing posttest was given to the participants at the end of the treatment. The results showed that the creative and non-creative group both outperformed the control group on the writing posttest. However, comparing the results of the creative and non-creative group on the writing posttest, the creative group also outperformed the non-creative group.