Investigation into Strategies of Creativity in EFL writing in Jordan

Abstract

The aim of this study is to investigate the utilization of strategies in EFL writing creativity. It also aims to investigate the barriers that face EFL students in the promotion of their creativity in EFL writing. The present study made use of a qualitative approach to obtain data from the one hundred branches of Discovery Schools (DSs) located in Amman, Jordan for the Academic year 2012/2013. This study lasts for six months, categorized into three phases namely pre-pilot, pilot and the actual/main study, with each phase lasting for two months. Utilizing convenience sampling, the present study chose ten EFL teachers, who teach first secondary students and eight students who did not do well on TTCT. Two instruments were employed to collect data namely, semi-structured interviews and observations. To check the trustworthiness and credibility of qualitative data, the researcher utilized two strategies namely; Triangulation and member check. The results showed that participating teachers' responses to the interviews revealed five primary themes with sub-themes. These themes are getting students’ started in writing, encouraging students to keep on writing, focusing on instruction, valuing students’ writings and encouraging students to be creative. The observations results showed some discrepancies in the actual use of these themes adopted by teachers in the classroom. The results of students during interviews showed that all eight students provided their opinions concerning the constraining factors that they encounter while promoting their EFL writing creativity. Their responses were categorized into five themes namely inadequate vocabulary, lack of unity and coherence, lack of encouragement, lack of positive feedback and lack of motivation. Keywords: Writing Strategies, Creativity in EFL writing, Writing Barriers, Jordanian Secondary School Students