Figure It Out: Creative Language Expressions in ESL Writing Classrooms

Abstract

This study, which investigates ways to enhance students' creative writing skills in the Malaysian University English Test (MUET) writing task, utilised a mixed method design. It comprised two phases: Phase One consisted of an experimental group who was given a writing pre-test before playing the game Figure it Out! four times with only one level of game cards. The group then attempted a written post-test. The students showed a marginal improvement in their performance; pre-test =11.5172 (m) and post-test =12.3966 (m). These students in the structured interview expressed joy playing the game despite finding it somewhat challenging due to insufficient exposure to creative language expressions. Phase Two consisted of experimental and control groups. This phase incorporated three different levels of game cards. The students in the experimental group had the opportunity to play all three levels of the game. Students in both groups sat for the pre-and post-tests and participated in the written task individually or in small groups. Creative language expressions were taught in a conventional classroom setting for the students in the control group. The students from the experimental group, however, played Figure it Out! six times. The results indicated that both groups improved in their post-test scores; the control group scored average means of 16.1471 in the pre-test and 17.8095 in the post-test. However, the experimental group showed a significant improvement in the post-test (M=18.5294), p+.000 compared to the pre-test (M=16.1471). The students in the experimental group shared that the game (Figure it Out!) provided them the opportunity to use creative language expressions in the right context and setting.

A Systematic Review on the Tools Used in Teaching Writing Skills in ESL Classrooms

“…It may well be argued that writing skills are not the only area that showed improvement. Not only the tool improved writing skills, but it also reduced students' anxiety which enabled them to speak and communicate confidently in the classroom (Arumugam et al, 2020). In the same study, the researchers asserted that it also developed students' critical thinking skills.…”

“…Incorporating writing tools may positively shape the learning environment in ESL classrooms. The tool helped to produce gratifying English lessons for the students (Arumugam et al, 2020). Furthermore, by incorporating the writing tool, it created a supportive learning environment for the students which led to receiving remarks from teachers and peers an enjoyable experience (Kamal et al, 2020).…”