English Teachers’ Experiences of Teaching Creative Writing: A Narrative Inquiry

Abstract

The study explores the English teachers’ experiences and perceptions regarding practicing creative writing to teach the English language. It investigates the significance of creative writing in teaching the English language in Nepal. This study follows an interpretive paradigm with narrative inquiry. It explores the experiences of four English language teachers employing creative writing in teaching the English language effectively. The data were collected from in-depth interviews with experienced teachers who were asked open-ended questions concerning the research objectives and answer the research questions. The collected data were analyzed, interpreted, and presented thematically to meet the goal/ objective of the study. The study unveils the significance of creative writing in teaching the English language, the challenges faced while employing them by the teachers, the applicability of new language teaching, and how they can make the classroom effective, impressive, and lively. Additionally, it also encompasses the theory of creativity/experiential theory of creativity which relates to the teaching-learning process to make it result-oriented. How creative writings support teaching different language aspects and skills even in this 21st century by making the learners active and engaged in solving problems on their own with the help of creative theory in language learning, how they delve into the ocean of imagination to create or generate new ideas in solving problems, and the choices they make among the alternatives while solving problems. Shadowing some weaknesses under the circumstances, creative writing is taken as the best tool in teaching new language in general and English language in particular which promotes the learners’ interest in further learning by encouraging them to be drawn into the ocean of creativity and become -21st century skills possessing learners in the vast realm of the learning process. Notable strategies include a strong focus on vocabulary development, introducing new words and ensuring students comprehend their meanings through regular practice to enhance language skills. Educators can employ creative writing as a teaching tool in teaching English language as they are engaged all the time in generating new ideas and finding alternatives to solve any problems given in the classrooms. They also become active and innovative learners when they learn by experience in the field and bring them into the classrooms. Learners’ potential can be also cultivated while engaging them in any creative tasks and becoming resourceful learners in their learning journey. This study has two main implications: first, policy makers incorporate creative ideas to devise language learning and teaching techniques in policy which contributes to enhancing language competence and learners’ performance. It will remain a new ray introduced in the English department of Kathmandu University by illuminating all the interesting readers regarding creative writings and meet the -21st century skills. Second, the study’s findings can arouse great interest in prospective researchers who want to explore the applicability of creative writing in teaching the English language.