International Perspectives on Creative Writing in Second Language Education

Chamcharatsri, Bee; Iida, Akio

doi:10.4324/9781003183914

Cited by 5 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Likewise, a few studies on peer feedback with Thai university students revealed that peer review was not valued, and they preferred teacher feedback (Chamcharatsri, 2010;Srichanyachon, 2011a;Srichanyachon, 2012b). Nevertheless, as noted by other investigations (Min, 2006;Paulus, 1999;Rollinson, 2005), implementing peer feedback in the writing classroom significantly impact its efficacy.…”

Section: Peer Feedbackmentioning

confidence: 99%

See 1 more Smart Citation

Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 4, 2023

Yu¹

2023

ELT

View full text Add to dashboard Cite

show abstract

Section: Peer Feedbackmentioning

confidence: 99%

“…Mainly, writing is not systematically taught as a subject (Alsubaie & Madini, 2018). Most writing programs are still taught using the traditional model, emphasising the accuracy of grammatical structures and vocabulary (Chamcharatsri, 2010;McDonough, 2004;Siriphan, 1988). Their writing is of particular concern in this regard.…”

Section: Peer and Teacher Feedbackmentioning

confidence: 99%

Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 4, 2023

Yu¹

2023

ELT

View full text Add to dashboard Cite

show abstract

“…Creative writing practices can significantly enhance the written expression skills of B2 level second language learners (Chamcharatsri & Iida, 2022). These exercises encourage learners to expand their vocabulary, improve grammar and syntax, vary sentence structures, and adapt language use to different contexts (Kim, 2018).…”

Section: Evidence On How Creative Writing Practices Affect the Writte...mentioning

confidence: 99%

A Creative Writing Intervention for Second Language Acquisition Development in Multilingual Students

Kalaitzi,

Theocharis

2023

JETS

View full text Add to dashboard Cite

The primary goal of this research is to examine how creative writing-based methods impact the development of narrative skill in students who are learning Greek as a second language at the A1-A2 proficiency levels. More specifically, this study aims to evaluate the extent to which the writing abilities of A1-A2 level Second Language Learners (SLL) can progress from basic, structured stories to more complex narratives at higher proficiency levels. In this study, a total of fifty-four A1-A2 level SLL were divided into two groups: the Experimental Group (E.G.) and the Control Group (C.G.). Both groups underwent a pretest and a posttest assessment. An intervention, consisting of six class hours per week over a three-month period, was exclusively administered to the E.G. When designing the creative writing activities, the research considered the A1-A2 level writing criteria and writing competencies outlined in the Common Application Text for European Languages. The results of the study reveal that, following the intervention, there was a statistically significant difference between the two groups. The C.G. displayed only a marginal improvement across all measurement scales, while the E.G. performance reached the levels of B1-B2 in terms of written narrative skill. These findings confirm previous research indicating that creative writing, as an engaging teaching approach, empowers A1-A2 level SLL to employ specific narrative techniques, thus elevating their narrative writing skill to B1-B2 proficiency levels. As a result, the discussion underscores the importance of enriching teaching practices with effective tools such as creative writing to enhance the narrative skill of multilingual students, ultimately facilitating their acquisition of a second language.

show abstract

“…Literary works encompass a diverse range of creative expressions, including prose, poetry, and drama, each offering a unique lens through which to view the human experience (Chamcharatsri & Iida, 2022;Haden, 2023). Drama is a form of storytelling where actors bring…”

Section: Introductionmentioning

confidence: 99%

The Personalities of the Main Characters in the Drama “The Glass Menagerie” by Tennessee Williams

Zulkarnain,

Kurniawan,

Widiati

et al. 2024

JOLLT

View full text Add to dashboard Cite

Literature serves as a reflective medium that captures and articulates the intricacies of social reality, providing a profound portrayal of real-life phenomena. It functions as a vital record, encapsulating the observations and perceptions of individuals in their lived experiences. In essence, literature is an eloquent description of life itself. This study specifically delves into the exploration of personalities within the context of the play "The Glass Menagerie" by Tennessee Williams, elucidating the significance of the characters' actions. To achieve a nuanced understanding, this research adopts personality theories to delineate the distinctive traits of the main characters and draws upon psychological and motivational theories to discern the underlying meanings of their actions. Employing a qualitative descriptive method with content analysis, the study aims to fulfill its research objectives, namely, providing detailed characterizations of Amanda, Tom, and Laura Wingfield, and unraveling the meanings and implied messages conveyed through their actions. The analytical process involves the systematic collection, scrutiny, and interpretation of data, culminating in well-grounded conclusions. The findings of this research shed light on various personalities, actions, and the implicit messages embedded in the conduct of the main characters, namely Laura, Tom, and Amanda Wingfield. Notably, the study identifies Laura as a character predominantly influenced by her Id, while Tom and Amanda are portrayed as personalities shaped by their Egos. The outcomes of this investigation contribute valuable insights that can inform the implementation of drama-based learning. By engaging with and appreciating literary works, students stand to enhance not only their language proficiency but also cultivate a sense of comfort and familiarity with the nuanced complexities of human behavior and interpersonal dynamics.

show abstract

International Perspectives on Creative Writing in Second Language Education

Cited by 5 publications

References 0 publications

Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 4, 2023

Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 4, 2023

A Creative Writing Intervention for Second Language Acquisition Development in Multilingual Students

The Personalities of the Main Characters in the Drama “The Glass Menagerie” by Tennessee Williams

Contact Info

Product

Resources

About