DEVELOPING THE INSPIRING WRITING MODEL: INTEGRATING CREATIVE WRITING TASKS AND DIGITAL LEARNING TOOLS TO REDUCE WRITING ANXIETY AND ENHANCE WRITING PROFICIENCY IN EFL CONTEXT
DOI:
https://doi.org/10.22460/eltin.v14i2.p559-573Keywords:
creative writing, digital tools, inspiring writing model, writing anxiety, writing prficiency, Creative Writing, Digital Tools, Inspiring Writing Model, Writing Anxiety, Writing Proficiency.Abstract
Writing anxiety remains an affective challenge for EFL learners, particularly where students have limited exposure to English. The researcher developed the Inspiring Writing Model (IWM), consisting of nine instructional steps that integrate creative writing tasks and digital learning tools to reduce writing anxiety and enhance writing proficiency. The model was informed by the researcher’s experience conducting Inspiring Writing training programs at Indonesian government institutions. This Research and Development (R&D) study employed a mixed-methods approach involving questionnaires, pre-test and post-test, interviews, classroom observations, and expert validation. Participants were 28 undergraduate EFL students. The model achieved a validity score of 93.33%, while the writing assessment instrument obtained validity of 76.00%. Quantitative data were analyzed using a paired-samples t-test, while qualitative data were thematically analyzed. The results showed a significant decrease in writing anxiety (M = 21.07 to 14.32; t(27) = 6.632, p < 0.001; d = 1.25) and improvement in writing proficiency (M = 20.94 to 27.40; t(27) = -9.785, p < 0.001; d = 1.85), accompanied by confidence, creativity, and positive attitudes toward writing and digital learning tools. The novelty of IWM lies in its integration of affective support, creative writing pedagogy, and digital learning tools within one instructional model.
References
Barton, G., Khosronejad, M., Ryan, M., Kervin, L., & Myhill, D. (2023). Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity. English in Education, 57(3), 1311–1328. https://doi.org/10.1007/s13384-023-00641-9
Borg, W, R., Gall, M, D. (1983). Educational research : an introduction (4th ed.). New York: Longman.
Camacho, A., Alves, R. A., & Boscolo, P. (2021). Writing motivation in school: A systematic review of empirical research in the early twenty-first century. Educational Psychology Review, 33(1), 213–247. https://doi.org/10.1007/s10648-020-09530-4 (ERIC)
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001
Dahlström, H. (2019). Digital writing tools from the student perspective: Access, affordances, and agency. Education and Information Technologies, 24(2), 1563–1581. https://doi.org/10.1007/s10639-018-9844-x
Donnelly, D. (2015). Creative writing as knowledge: Whats assessment got to do with it? New Writing, 12(2), 222–237. https://doi.org/10.1080/14790726.2015.1042390
Fang, X., Ng, D. T. K., Leung, J. K. L., & Chu, S. K. W. (2023). A systematic review of artificial intelligence technologies used for story writing. In Education and Information Technologies (Vol. 28, Issue 11). https://doi.org/10.1007/s10639-023-11741-5
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
Gazela, A. L., & Suhami. (2024). The effect of quick write strategy on students’ ability in writing exposition text. Indonesian Journal of Studies on Humanities, Social Sciences and Education, 1(1), 27–40. https://doi.org/10.54783/bdb3wg18
Gustiani, S. (2019). Research and Development (R&D) Method as a Model Design in Educational Research and Its Alternatives. Holistics Journal, 11(2), 12–22. https://jurnal.polsri.ac.id/index.php/holistic/article/view/1849
Hockly, N. (2016). Focus on learning technologies. Oxford University Press.
Hyland, K. (2016). Teaching and researching writing (3rd ed.). New York: Routledge.
Kirkpatrick, A. (2020). Englishes in the expanding circle: Focus on asia. Russian Journal of Linguistics, 24(3), 551–568. https://doi.org/10.22363/2687-0088-2020-24-3-551-568
Maley, A., & Peachey, N. (Eds.). (2015). Creativity in the English language classroom. British Council.
Mansoor, A. (2010). Teaching creative writing to university level second language learners in Pakistan. New Writing: The International Journal for the Practice and Theory of Creative Writing, 7(3), 201–218. https://doi.org/10.1080/14790726.2010.514052
Nobles, S., & Paganucci, L. (2015). Do digital writing tools deliver? Student perceptions of writing quality using digital tools and online writing environments. Computers and Composition, 38, 16–31. https://doi.org/10.1016/j.compcom.2015.09.001
OECD. (2021). Beyond Academic Learning: First Results from the OECD Survey on Social and Emotional Skills. OECD Publishing
Prescott, L. (2012). Life writing and life-learning: An analysis of creative writing students’ work. Studies in Continuing Education, 34(2), 145–157. https://doi.org/10.1080/0158037X.2011.609163
Quvanch, Z., & Kew, S. N. (2022). Evaluating Afghanistan University students’ writing anxiety in English class: An empirical research. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2040697
Rabadi, R. I., & Rabadi, A. D. (2020). Do medical students experience writing anxiety while learning English as a foreign language? Psychology Research and Behavior Management, 13, 883–893. https://doi.org/10.2147/PRBM.S276448
Rakhimova, S. (2025). The role of process writing approach in enhancing student writing performance. International Journal of Artificial Intelligence, 5(1), 1035–1038.
Richards, J.C. (2015). TECHNOLOGY IN LANGUAGE TEACHING TODAY. Journal on English Language Teaching, 10, 18-32.
Sabti, A. A., Md Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners. SAGE Open, 9(4). https://doi.org/10.1177/2158244019894289
Saghafi, K., Adel, S. M. R., & Zareian, G. (2017). An Ecological Study of Foreign Language Writing Anxiety in English as a Foreign Language Classroom. Journal of Intercultural Communication Research, 46(5), 424–440. https://doi.org/10.1080/17475759.2017.1367954
Sugiyono (2015). Metode Penelitian Kuantitatif, Kualitatif, dan R & D (cet. 22). Bandung: Alfabeta.
Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221. https://doi.org/10.1016/j.system.2020.102221
Teng, M. F., & Yue, M. (2023). Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach. Metacognition and Learning, 18(1), 237–260. https://doi.org/10.1007/s11409-022-09328-5
Tu, I. J. (2021). Developing self-directed learning strategies through creative writing: Three case studies of snowball writing practice in a college Chinese language classroom. Thinking Skills and Creativity, 41(October 2020), 1–11. https://doi.org/10.1016/j.tsc.2021.100837
Ushioda, E., & Dörnyei, Z. (2021). Teaching and Researching Motivation (3rd ed.). Routledge. https://doi.org/10.4324/9781351006743
Weigle, S. C. (2002). Assessing Writing. Cambridge University Press.
https://doi.org/10.1017/CBO9780511732997
Widjaja, A., Nabila, D. K., Carissa, N., Anggristiany, T. Y., Salwa, P. A., & Setiasih, S. (2024). The effectiveness of expressive writing on students’ subjective well-being. Jurnal Psikologi Tabularasa 19(2), 244–252. https://doi.org/10.26905/jpt.v19i2.13980
Yang, W., & Kim, Y. (2020). The effect of topic familiarity on the complexity, accuracy, and fluency of second language writing. Applied Linguistics Review, 11(1), 79–108. https://doi.org/10.1515/applirev-2017-0017
Yunus, M. M., Haleman, K. N., Junaidi, Y., & Suliman, A. (2020). Using “The Write Stuff” module to enhance the writing skills of ESL primary school students. International Journal of English Language and Literature Studies, 9(4), 315–329. https://doi.org/10.18488/journal.23.2020.94.315-329
Zhang, C., & Zhang, W. (2022). The Impact of Academic Procrastination on Second Language Writing: The Mediating Role of L2 Writing Anxiety. Frontiers in Psychology, 13(May), 1–11. https://doi.org/10.3389/fpsyg.2022.851120
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.
