Creative Writing (CW) is an important skill that helps students achieve progress in learning English as a Foreign Language (FL). It also helps them improve fluency, motivation, confidence, and creativity. However, most English for Specific Purposes (ESP) courses focus on technical English, and CW is under-utilized as a skill to practise. As a result, this study examines university students’ perceptions of ESP CW to improve the learning process and enhance its quality. This study used a qualitative research method and interviewed twenty engineering students from Abu Dhabi. The findings demonstrated that creativity needs to be developed in ESP courses by reading and writing, while extracurricular linguistic activities should also be considered to promote CW. In addition, students also need to be well motivated and should think in a FL when they practice the writing process. They need to be encouraged to think creatively in a logical way rather than relying on memorization. Finally, this study recommends developing CW activities in ESP courses and encouraging students to practise CW inside and outside the classroom to improve the quality of FL learning and creativity for lifelong academic and employment purposes.

The study aimed to investigate if Erasmus+ program made a significant change in the self-efficacy perceptions of English language teachers. A descriptive correlational design was used in this study. To collect data, a self- efficacy scale was administered to 202 English teachers from various countries, 82 of whom participated in the Erasmus+ program. The data was analyzed through Statistical Package for Social Sciences (SPSS) 23.0. Independent sample t-test was performed to calculate and compare any potential variations in means between the groups. Based on the test results, it was found out that there was no discernible difference between the teachers that took part in an Erasmus+ program and those that did not. This might imply that the Erasmus+ program had no impact on the self-efficacy of English language teachers. Similarly, in the factors of the scale, such as student engagement, instructional strategies and classroom management, no significant difference was revealed between the groups. Taken together, these results suggest that Erasmus+ offers teacher candidates a fantastic opportunity for an international education and personal development, but it does not appear to be a predictor of strong self-efficacy in their teaching profession.