Exploring the Relationship Between Creativity and Narrative Writing Proficiency of Pakistani Undergraduate ESL Learners
DOI:
https://doi.org/10.52700/ijlc.v5i1.257Keywords:
creativity, narrative writing, Torrance Test of Creative Thinking (TTCT), ESL proficiency, undergraduate level, Pearson correlationAbstract
The study aimed to explore the relationship between creativity and narrative writing proficiency level among ESL undergraduate learners of a public sector university in central Punjab, Pakistan. The study adopted a version of Torrance Test of Creative Thinking (TTCT) as a framework. TTCT and IELTS written test rubrics were utilized for analyzing the data of 30 participants. The primary objective of the study was to measure the level of creativity exhibited in the narrative writing and its relationship with English proficiency. A significant positive relationship (r = .84) was found between creativity and narrative writing proficiency using Pearson’s correlation coefficient. The results showed that the students who demonstrated higher level of creativity also exhibited stronger writing proficiency levels. To compare the results, a paired sample t-test was used to confirm, and it was found that there was a significant difference between the scores of writing test and creativity. The effect of gender was also investigated, and females outperformed male participants. The study emphasized the importance of fostering creativity in narrative writing instructions to improve writing abilities among ESL learners. The study suggested that educators and institutions should integrate creative writing exercises and techniques into language instructions, acknowledging the potential advantages of increasing students’ imaginative abilities to improve their language proficiency.
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Copyright (c) 2024 Zulaikha Nadeem, Syed Kazim Ali Shah, Farhana Yasmin
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