Effectiveness and Difficulties of Creative Writing in Language Learning: a

study of Secondary level Bangla Medium Schools in Dhaka City

A Thesis
Submitted to the Department of English and Humanities
of
BRAC University
by

Ishrat Akhter
ID: 15163012
Effectiveness and Difficulties of Creative Writing in Language Learning: a

study of Secondary level Bangla Medium Schools in Dhaka City

A Thesis
Submitted to the Department of English and Humanities
of
BRAC University
by

Ishrat Akhter
ID: 15163012
 Acknowledgements

I would like to express my gratitude towards my supervisor, Ms. Shenin Ziauddin for her

valuable advices, guidance, and time in this research. Without her understanding and

assistance, the present study would not have been completed. I would also like to thank Dr.

Firdous Azim, the Chairperson of ENH Department and all faculty members. I am deeply

grateful to the teachers and students who were the participants of this study. Finally, my

warmest gratitude goes to my parents and my friends for their care, encouragement and

support. The success of this dissertation is dedicated to my parents.

 Abstract

Writing is one of the productive skills which sometime seems difficult to acquire to

the learners. There are many approaches to teach writing. Creative writing is one approach of

teaching writing which has become more familiar in recent era. In our country many schools

of Bangla medium are implementing this approach now-a-days to teach writing in the

secondary level. This aim of this study is to find out the effectiveness and difficulties of

creative writing in language learning. In order to conduct this research I have taken

interviews of 40 students from Bangla medium schools. The findings showed that students

like creative writing classes and it influences their language learning. Moreover, they are

facing difficulties in various stages of creative writing classes. Therefore, it can be said that

creative writing can be used as an effective language learning tool.

 Table of Contents

Chapter 1 Introduction 1
1.1 Research Topic 1-3
1.2 Purpose of the study 4
1.3 Objective of the study 4
1.4 Limitations 4
1.5 Research Question 5
Chapter 2 Literature review 5
2.1 Language Skills 5-7
2.2 Reasons for teaching writing 7-8
2.3 Approaches to writing 8-9
2.4 Product-oriented Approach 9-10
2.5 Process-oriented Approach 11
2.6 Genre Writing Approaches 11-12
2.7 Creative Writing 12
2.8 Creative Writing in Teaching English 13
2.9 Effectiveness of Creative Writing For Learners 13-14
Chapter 3 Research Methodology 14
3.1 Introduction 14
3.2 Research Question 15
3.3 Nature of the Research 15
3.3.1 Primary Research 15
3.3.2 Quantitative Research 15-16
3.3.3 Qualitative Research 16
3.3.4 Participants and setting 17
3.4 Research Design 17
3.4.1 Procedure 17-18
3.4.2 Research Instruments for Collecting Data 18
3.4.3 Questionnaire 18-19
3.4.4 Interview questions 19
3.4.5 Methods of data analysis 19
3.5 Limitations 19
Chapter 4 Findings and Analysis 20
4.1 Finding from the Questionnaire 20
4.1.1 Results of Question 1 20
4.1.2 Results of Question 2 21
4.1.3 Results of Question 3 23
4.1.4 Results of Question 4 24
4.1.5 Results of Question 5 26
4.1.6 Results of Question 6 27
4.1.7 Results of Question 7 29
4.1.8 Results of Question 8 30
4.1.9 Results of Question 9 32
4.1.10 Results of Question 10 33
4.1.11 Results of Question 11 35
4.1.12 Results of Question 12 36
4.1.13 Results of Question 13 38
4.1.14 Results of Question 14 39
4.1.15 Results of Question 15 41
4.1.16 Results of Question 16 42
4.1.17 Results of Question 17 44
4.1.18 Results of Question 18 45
4.1.19 Results of Question 19 47
4.1.20 Results of Question 20 48
4.2 Finding from the Interview Questions 50
4.2.1 Results of Question 1 50
4.2.2 Results of Question 2 50
4.2.3 Results of Question 3 50
4.2.4 Results of Question 4 51
4.2.5 Results of Question 5 51
4.2.6 Results of Question 6 51
Chapter 5 Conclusion 52-53
References 54-57
Appendix 1 58-60
Appendix 2 60
Effectiveness and Difficulties of Creative Writing in Language Learning 1

Chapter 1

Introduction

This chapter outlines the background of the study. This also includes the limitations of the study.

1.1 Research Topic

Writing is the productive skill in the written mode. Writing is considered as a productive skill

because the writer creates new language. It is thought to be the most difficult of the four

language skills. Writing is essential to communication and learning. It is considered as a

powerful mode of communication. Like speech, writing helps to produce the language. It is

considered that learners can express their thoughts through writing in an organized way. It helps

us to convey ideas, solve problems and understand our changing world .When we write we go

through a mental process which is more complex. We have to think, organize the idea, write,

revise, and edit to get a perfect writing and thus we can concentrate in language use more

precisely. However, writing is considered much more difficult language to learn like speaking

rather than listening and reading. Most of the learners need more time in acquiring writing skill

successfully. It is also important for career development. A person who can write well is

perceived as someone who is well educated, an effective communicator and a professional, and

this will always prove to be an advantage.

Now- a- days, English is used by all people worldwide because of the ongoing advantages in

technology such as internet, and other businesses. English plays an important role in education

and students are expected to use it effectively. Communication through writing is an extremely

critical component of education, livelihood and basic functionality in a society. Especially, in

Effectiveness and Difficulties of Creative Writing in Language Learning 2

higher education where English happens to be the medium of instruction, writing is extremely

important.

Academic writing plays an essential role in learning a foreign language. Non-native speakers of

the English language should be familiar with writing processes, elements, and features in order to

use the language precisely and accurately. There are also certain aspects involved in the use of

certain steps which must be followed by students such as understanding and summarizing the

passage before writing, eliminating and breaking up long sentences or changing them and using

synonyms to express the same meaning. Thus academic writing requires student to be familiar

with the types of academic writing like descriptive, narrative, and illustrative, approaches

(process, genre, and product), and strategies (giving feedback, using critical thinking, and

paraphrase the sentences in their own writing).

There is a number of teaching writing which focuses on the writing from different perspectives.

Among these approaches process and product oriented approaches are used extensively in

teaching writing skill. However, there are Genre approaches which have gained popularity last

ten years. Creative writing is another approach which is used in most of the English Language

Classrooms in recent times. Creative writing is a form of writing that expresses feelings,

thoughts or ideas in an imaginative way. It provides the learners new ways to play with the

language. Creative writing enhances not only the writing skills of the learners but also it helps

learners to improve all the language skills. Most of the cases in school young children are not

expected to write themselves in a systematic manner as adult learners do. They are exposed to do

different types of writing activities which are more structured and designed by their respective

teachers. Many students are able to understand the language, but most of the students face the

problem of communicating their ideas effectively. The problem is the lack of both: the adequate
Effectiveness and Difficulties of Creative Writing in Language Learning 3

stock of English vocabulary and creativity in writing. If the learners get the opportunity to

develop the language through creative writing, the more they will learn about the language and

they will become more confident about the language.

The existing conditions of teaching and learning English as a second language in secondary

schools are very poor. English is mostly taught as a content subject. To make learning easier

teacher always choose mother tongue in explaining lessons. Many teachers think teaching

English means explaining the content of the textbook to the students and provide them

readymade model answers for the examination. As a result, learners focus on memorizing the

selected answer from the text and reproduce it in the examination. The students appeared to have

many problems when writing in English, like not knowing how to get ideas, how to organize

ideas and use proper language.

In our Bangladeshi context, if Bangla medium schools are considered than it can be seen that

writing skill has been given much more importance than the other three skills: listening, reading

and speaking. Here, the schools follow the National Curriculum and the students are being

provided with some particular topics as a syllabus. The students are supposed to prepare them

and reproduce them in the examination.

In recent times, the syllabus designers of National Curriculum have changed some of the pattern

and they have emphasized on free writing in the composition part of the syllabus. Here, the

students have to produce their own writing using their creativity.

Effectiveness and Difficulties of Creative Writing in Language Learning 4

1.2 Purpose of the study:

The purpose of the study is to know how the students of secondary level of Bangla medium

schools are developing their creative writing and what strategy they are following. Moreover, in

which certain areas they are facing the difficulties mostly and whether there is any impact or

effect regarding those difficulties among them or not.

Since writing is a very important skill in learning and teaching a second language and due to the

existence of many problematic areas in writing, this study intends to make a perception about

some writing problems among learners. Such perception will help teachers to adapt their

teaching style according to frequent writing problems of students.

1.3 Objective of the study:

The objective of the study is to find out the possible criteria through which the students are

developing their creative writing. Moreover, the aim is to identify the difficulties they faced in

creative writing.

1.4 Limitation:

This research was only done on the limited participants on some well-known Bangla medium

schools of Dhaka city. Opinions of a few people from other Bangla medium schools of outside

and inside Dhaka could contribute the research as significant and more valuable. It would

become harder for the researcher to cover other Bangla medium schools of outside Dhaka city

because of limited time. Moreover, the explanations that are given are also limited. The

researcher expected to include more participants for her research. However, shortage of time has

concluded the research with forty people only.

Effectiveness and Difficulties of Creative Writing in Language Learning 5

1.5 Research Question:

• What are the possible criteria through which the students are developing their creative

writing?

• What kind of strategy they follow in creative writing?

• Which are the areas they faced the difficulties mostly?

• Is there any impact or effect regarding those difficulties among the students or not?

Chapter 2

Literature Review

This chapter consists of a review of the literature providing the background to my investigation.

Here I have produced the summary of the knowledge gained from the history and significance of

the literature. My discussion begins with a discussion on different types of language skills. Then

the detailed discussion on creative writing will go on along with a brief description of

effectiveness and difficulties of creative writing for learners.

2.1 Language skills:

It is considered that there are four basic skills of each language. They are- listening, speaking,

reading and writing. These skills can be further divided into two categories: productive (speaking

and writing) and receptive (listening and reading), depending on whether students produce the

language by themselves or not (Harmer, 2007, p.265). All these four skills are equally important

and these are interrelated in a language learning environment. In his book “The Practice of

English Language Teaching,” Harmer stated that it makes little sense to talk about skills in

isolation because in a real conversation, we are bound to listen as well as speak (Harmer, 2007,
Effectiveness and Difficulties of Creative Writing in Language Learning 6

p. 265). In real life, it is not easy to separate these four skills, as most language skills are

preceded or followed by a different skill. However, traditionally the teaching guidelines for the

skills of language do separate the skills. The main reason for this is to organize learning activities

into some order, and to assist teachers in deciding the aim of their lessons and the way to do it.

Most students of English find it easier to master receptive skills, such as understanding grammar,

reading English text, and listening to spoken English, than productive skills, speaking and

writing. This does not mean that speaking and writing are more difficult to them. It is simply

because in English Language classroom, students are mostly exposed to target language items

through grammatical drills, reading comprehension, and listening to tapes or teachers without

students being drilled in how to express their ideas both in writing and speaking.

Writing can be defined by series of contrasts. According to Tan and Miller (2008), writing is an

intentional, social communication that involves literacy as well. In case of writing, it demands

clear and comprehensive message as there is no direct interaction between writer and readers.

Through writing we express our thoughts and ideas in an organized way and to make a

successful writing we go through a mental process. When we write we first combine our ideas

and thoughts and then arrange them in the form of sentences and organize the sentences into a

cohesive text. This mental process of writing arises some sub-skills like- drafting, organizing,

editing, revising, etc (Afrin, 2014, p. 42). Moreover, writing involves composing, developing and

analyzing ideas, implying the ability to rephrase information in the form of narratives, or

transforming information into new texts as in argumentative writing (Myles, 2002).

Therefore, often it seems that language learners face more difficulty to cope up writing skill than

other three. Writing could be a difficult skill to be learnt or taught due to the fact that it is not a

simple cognitive activity; rather it is believed that writing is a complex mental production which
Effectiveness and Difficulties of Creative Writing in Language Learning 7

requires “careful thought, discipline and concentration” (Grami, 2010, p. 9). Moreover, writing

can be understood only from the perspective of a society rather than a single individual (Burke,

2010, p. 40-41). When a child writes, thoughts and knowledge are blended together creating a

unique meaning (Jones, Reutzel & Fargo, 2010).

2.2 Reasons for Teaching Writing:

According to Adas and Bakir (2013), Students do not write very often and most of what they

write is classroom-bound. The most important factor in writing exercises is that students need to

be personally involved in order to make the learning experience of great value (p. 254).

Al-Khasawneh (2010) argued that huge number of international contacts, regarding non-native to

non-native communication and deals are carried out through English in a massive number of

settings, including trade, diplomacy, tourism, journalism, science and technology, politics, etc.

therefore, the existence of competent writers and speakers of English is of a great importance for

today’s world.

According to Hammadi and Sidek (2014), English as a Second Language (ESL) as well as

English as a Foreign Language (EFL), the ability to write academic text effectively incorporates

one of the most significant abilities required (p. 60).

Chou (2011) conducted a study on the students’ perspective toward academic writing and the

researchers find out that they consider academic writing of importance since it is a starting point

for publishing their work and a way to let other people know their interests.

In essence, the recognition and integration of writing in all academic programs rests on the belief

that “effective writing skills are important in all stages of life from early education to future
Effectiveness and Difficulties of Creative Writing in Language Learning 8

employment” (National Writing Project & Nagin, 2006, p.3). Besides, Writing well is of “critical

importance for success in a wide variety of situations and professions” (Mc Namara, Crossley, &

Mc Carthy, 2010, p. 58). Traditionally, writing has been conducted and viewed as a solitary

activity (Creme & Lea 2008) focusing primarily on the final product and emphasizing sentence

level correctness. Nowadays, an effective and relevant writing instruction is the one which

enables students to see writing as “a complex process composed of many different kinds of

activities that eventually result in that product” (Nightingale, 2000, p.135).

Tahaineh (2010) reiterated that the writing skill “….. is needed for taking notes, describing

writing experimental reports, etc”.

2.3 Approaches to Writing

As for the history of teaching of writing is concerned, it was not given much attention to evident

from scarcity of research studies related to this skill till the beginning of the last decade of the

twentieth century (Krashen, 1984). Long and Richard (2003) reported that writing skills teaching

was given importance during 1990s when English established its status as a language of

international communication and consequently “English as L2 writing skills do not only- play an

increasingly important role today in the lives of professionals in almost every field and

discipline” (p.XV). As one of the four language skills (listening, speaking, reading and writing)

writing has always formed part of the syllabus in the teaching of English. There are different

ways to approach writing in the classroom. The best practice in any situation will depend on

many factors such as the type of students, the text type being studied, the school system etc.

A closer look through the history of teaching of writing skills reveals that among the different

approaches that have been experimented to teach writing effectively, three approaches have been
Effectiveness and Difficulties of Creative Writing in Language Learning 9

the most influential which are product approach, process approach and genre approach. Much

research has strongly suggested that all these approaches carry their own weaknesses and

strengths but they are complementary to each other as well (e.g. Grami, 2010; Hayland, 2007;

Paltridge, 2004; Badger & White, 2000; McDonough & Shaw, 2003).

According to Harmer, there are a number of different approaches to the practice of writing skills

in the classroom but to choose the appropriate approach for the students, teachers have to decide

whether they want the students to focus on the process of writing more than its product, whether

they want them to study different written genres or whether they want to encourage writing using

their creativity. Among different types of approaches, over the last 20 years the process and

product approaches are more dominant of teaching writing in the ESL classroom. The product

approach focuses on the construction of the end-product of writing rather than the process of

writing itself. On the contrary, process approach of writing pays attention to the various stages

that any piece of writing goes through. However, according to Chris Tribble (1996: 37-57), in the

last ten years, genre approaches have gained adherent (Badger & White 2000: 153). Another

approach to writing that has been dominating in the ESL classroom for recent few years is

creative writing. Creative writing suggests imaginative tasks such as writing poetry, stories and

plays which promotes effective learning through self-discovery.

2.4 Product- oriented Approach

The product-based writing approach is a well established means of education by which the

learner is persuaded to mirror a section of example text, often given to them in the nascent stages

of learning the language (Gabrielatos, 2002). According to Hammadi & Sidek (2014), in an
Effectiveness and Difficulties of Creative Writing in Language Learning 10

ordinary product approach- centered class, learners are given an ordinary example of writing,

which they are then required to follow and adapt in order to re-create a section of original text.

The product-oriented approach is the most common and traditional approach used by EFL

teachers. Brown (2002) proposed that in the case of product focused methods fruitful learning is

determined by the extent to which the text is well-organized, as well as on its grammatical

accuracy. Harmer, in his book “The Practice of English Language Teaching,” says,

“When concentrating on the product, we (teacher) are only interested in the aim of a task and in

the end product.” According to Gabrielatos (2002), a product approach is a traditional approach

in which students are encouraged to mimic a model text which is usually presented and analyzed

at an early stage. For instance, in a typical product approach-oriented classroom, students are

supplied with a standard sample of text and they are expected to follow the standard to construct

a new piece of writing.

According to Pincas (1982), this approach focuses on linguistic knowledge as well as the

appropriate use of vocabulary, syntax and cohesive devices. Product-oriented approach

comprises of four stages: familiarization, controlled writing, guided writing and free writing. The

first stage, familiarization, aims to make learners aware of certain features of a particular text. In

the next two stages, controlled and guided writing, learner’s practice of the highlighted features

and learn how to organize the ideas until they are ready for the free writing section. The free

writing stage is the end product of the learning process when students use their writing skills,

structures and vocabulary that they have been taught to produce the product. Through this

section they show that they can do as fluent and competent users of the language.
Effectiveness and Difficulties of Creative Writing in Language Learning 11

2.5 Process-oriented Approach

Process-oriented approaches concern the process of how ideas are developed and formulated in

writing. Harmer states, “A process approach asks students to consider the procedure of putting

together a good piece of work.” In this approach writing is considered as a process through

which meaning is created by following a number of stages. According to Tribble (1996), process

approaches stress “….writing activates which move learners from the generation of ideas and the

collection of data through to the ‘publication’ of a finished text” (Badger, 2000).

In process approaches writing predominantly deals with linguistic skill, such as planning and

drafting rather than linguistic knowledge, for instance, knowledge about grammar and text

structure, etc. A process-oriented approach can have any number of stages with different views

that writers go through in producing a piece of writing, though a typical model is identified

which include four stages: prewriting, composing or drafting, revising, editing and finally

producing a finished version (Tribble, 1996). In reality the writing process is more complex than

this. These various stages of writing are done in a recursive way. It means that the writer loop

backwards and move forwards between these various stages. For example, after doing some

editing or revising writers may feel to go back to pre-writing phase and think again and then may

edit bits of the writing as he draft it.

2.6 Genre writing Approaches

Genre represents the norms of different kinds of writing. Genre approach is one of the most

recent approaches to teaching writing. When teachers concentrate on genre, students study texts

in the genre in which they are going to be writing before they get on their own work. For

example, if the students are asked to write business letter, first the teacher will show them a
Effectiveness and Difficulties of Creative Writing in Language Learning 12

typical model of such business letter and then they will start to compose their own (Harmer,

1998).

Genre approaches have lots of common with product approach and can be recognized as an

extension of product approaches. Alike product approaches, genre approaches consider writing

as predominantly linguistic but they believe that writing varies with the social context in which it

is produced (Badger, 2000). Therefore, students who are writing within a certain genre need to

consider a number of different factors which influence that particular genre such as the subject

matter, the conventions and style of the genre as well as the relationships between the writer and

the audience.

2.7 Creative writing

Harmer affirmed creative writing as a term which implies “imaginative tasks, such as writing

poetry, stories and plays.” Creative writing normally refers to the production of texts which have

an aesthetic rather than a purely informative, instrumental or pragmatic purpose.

According to Ken Hyland (2002), “we can see [creative writing as] any writing, fiction or non-

fiction that occurs outside of everyday professional, journalistic, academic and technical forms of

writing. Most typically we think of novels, short stories and poems in this category, but it can

also include screenwriting and playwriting, which are texts to be performed, and creative non-

fiction such as personal and journalistic essays”(p. 229).

Most of the time, such texts take the form of poems or stories, though they are not confined to

these genres. Letters, journal entries, blogs, essays, travelogues, etc. can also be defined as

creative writing. Creative writing texts have a great deal with intuition, imagination and personal

memories (Maley, 2009).

Effectiveness and Difficulties of Creative Writing in Language Learning 13

2.8 Creative Writing in Teaching English

Alan Maley (2012) in his article Creative writing for students and teachers compares the main

characteristics of creative writing with characteristics of expository writing as he believes that

these two modes of writing are contrasting to each other.

He stated that expository writing is mainly instrumental, focused on providing facts; it “rests on a

framework of externally imposed rules and conventions. This range is from grammatical and

lexical accuracy to specific genre constraints. The aim of expository writing is to be logical,

consistent and impersonal and to convey the content as unambiguously as possible to the reader”

(Maley, 2012).

Creative writing, on the other hand, focuses on its aesthetic function. As he continues in his

explanation, he adds that creative writing “often proceeds by stretching the rules of the language

to breaking point, testing how far it can go before the language breaks down under the strain of

innovation” (Maley, 2012). This can be especially helpful in terms of practicing grammatical

structures, exploring new ways of expressing oneself and exploring vocabulary. The unique

combination of feelings and thoughts present during creative writing can definitely enrich every

student taking part in it.

2.9 Effectiveness of Creative Writing for Learners

According to Alan Maley (2009), some benefits of creative writing for learners are:

• Creative writing aids language development at all levels, such as grammatical, vocabulary,

phonology and discourse.

Effectiveness and Difficulties of Creative Writing in Language Learning 14

• It fosters “playfulness” which encourages learners to take risks with the language, to explore it

without fear of reproof.

• Creative writing put emphasis on the right side of the brain, with a focus on feelings, physical

sensations, intuition and musicality.

• Creative writing tends to develop self-confidence and self-esteem among learners.

• Creative writing leads to a corresponding growth in positive motivation.

• Creative writing feeds into more creative reading. By getting the process of creating the text,

learners come to instinctively understand how such texts work, and this make them easier to

read.

• Moreover, creative writing helps to improve expository writing.

Chapter 3

Research Methodology

3.1 Introduction:

This chapter contains the research methodology that was followed by the researcher to conduct

the research. In the following section, research methods and techniques used for data collection

is mentioned. Moreover, a detailed discussion on the objective of the research, research

question, participants and setting, data collection procedure, instrument of data collection and

process of analysis has been included here.

Effectiveness and Difficulties of Creative Writing in Language Learning 15

3.2 Research Question:

• What are the possible criteria through which the students are developing their creative

writing?

• What kind of strategy they follow in creative writing?

• Which are the areas they faced the difficulties mostly?

• Is there any impact or effect regarding those difficulties among the students or not?

3.3 Nature of the research:

This part describes the nature of the research.

3.3.1 Primary Research:

This research is a primary research. Primary researches refer to those where the data is collected

from direct sources rather than from secondary sources to obtain original information (Brown,

1988). This research is based on original data as first hand information regarding students’

creative writing has been obtained by questionnaire responses.

This research has been done based on mixed methods as it combined both qualitative and

quantitative research. But mostly it is a quantitative one, as I have used questionnaires and data

collection method to find out the results.

3.3.2 Quantitative Research:

Quantitative researches are those where numerical data is used in order to analyze the gathered

information. According to Nunan (2002), quantitative research is obtrusive and controlled,

Effectiveness and Difficulties of Creative Writing in Language Learning 16

objective, outcome oriented, and assumes the existence of ‘facts’ which are somehow external to

and independent of the observer or researcher.

Quantitative data contains closed ended information such as that found on attitude behavior and

performance instruments. In this study the students have been given a questionnaire to find out

the effectiveness of creative writing in language learning and this questionnaire has been derived

and analyzed in terms of numerical data. This is why research falls under quantitative category.

3.3.3 Qualitative Research:

The qualitative approach is a way to gain insights through discovering meanings by improving

our comprehensive of the whole. It explores the richness, depth, and complexity of phenomena.

This type of research analyzes data from direct fieldwork observations, in-depth, open-ended

interviews, and written documents. According to Mackey (2005), qualitative research refers to

the research that is based on descriptive data that does not usually deal with statistical

procedures. The careful and detailed description is required in terms of qualitative research rather

than measurements, ratings and scores. This type of research is often process- oriented or open-

ended. It follows an inductive process that begins with few perceived notions and so “ qualitative

researchers tend to approach the research context with the purpose of observing whatever may be

present there, and letting further questions emerge from the context” (Mackey,2005).

To make the analysis more comprehensive both qualitative and quantitative data has been

collected for this research. Moreover, to generate comprehensive result of the research question,

this research has been done followed by mixed method.

Effectiveness and Difficulties of Creative Writing in Language Learning 17

3.3.4 Participants and setting:

The participants of this study are consisting of 40 students ranging in the same age group of 15-

16 years. They are the students of pre-intermediate level studying in class 9. They all are from

Bangla medium schools. Among them 20 students are male and 20 students are female. They all

are from 4 different Bangla medium schools. They are taught in National Curriculum of

Bangladesh. All of them are familiar with four language skills: listening, reading, writing and

speaking. They have practiced different kinds of creative writing in their classes such as essay

writing, picture describing, story writing, and letter writing etc. which are usually prescribed in

their syllabus. Though they are students from Bangla medium schools, so their level of

proficiency are not that much high. However, they take ideas from different composition books

to make their piece of writing better so that they can get goods marks. Moreover, in order to get

good marks they usually memorize their piece of writing though they all know that they should

practice writing themselves which will help them to learn English language more precisely.

Two target groups have been eligible for the research. They are the students and the teachers.

Both the groups have taken part in qualitative and quantitative research. Four language teachers

and four students of four different schools have given their interview.

3.4 Research Design:

This part discuss about the research design in details.

3.4.1 Procedure:

This research collected data from 40 students of four different Bangla medium schools. Among

them 20 students are male and 20 of them are female. The data were collected following the
Effectiveness and Difficulties of Creative Writing in Language Learning 18

proper procedure with the permission of the Principle and respective class teachers. At the

beginning of the data collection, the researcher made it clear to the students that it was a

voluntary work and the data will be used for research purpose. Then the researcher herself

distributed the questionnaires and was present there in order to help the participants for further

explanation.

3.4.2 Research Instruments for Collecting Data:

Two data collection instruments were administrated in this study: a Questionnaire and interview

questions. Questionnaire provides quantitative data and an interview question provides

qualitative data for the study.

The participants were given questionnaires for conducting the survey. Printed forms of

questionnaire (Appendix 1) have been distributed among the participants and all the questions

were made understandable by the researcher. Therefore, one source of this research is

Questionnaire (see appendix 1). Another source of information collection of this research is

interview (see appendix 2). The students have been interviewed for the research.

3.4.3 Questionnaire:

“Questionnaires are any written instruments that present respondents with a series of questions or

statements to which they are to react either by writing out their answers or selecting from among

existing answers” (Brown, 2001, p.6). It is the easiest way of collecting quantitative data and it

provides the researcher with a huge amount of data from a large number of subjects in the fastest

way.
Effectiveness and Difficulties of Creative Writing in Language Learning 19

To assure questionnaire’s validity and reliability, the literature review of the study were taken

into consideration while designing the questions. The questionnaire includes 20 multiple choice

questions following the likert scale of five options. In each of the questions students have to

choose one specific answer.

3.4.4 Interview questions:

The questions of the semi-structured interviews were for collecting some specific information

regarding the research that was missing or inadequate in the questionnaire. As a result there were

six open ended questions for the students. Four students of four different schools were

interviewed.

3.4.5 Methods of data analysis:

A mixed method of data analysis comprising both qualitative and quantitative methods has been

followed to collect data for this research. Collected data were analyzed by Microsoft Excel 2007.

Later on, the percentages of the data were arranged in several tables in Microsoft Word 2007.

The qualitative data have been analyzed based on the answers provided by the participants.

3.5 Limitations:

The study was conducted among only the students of four Bangla medium schools in Dhaka city.

Although, there are some other schools inside and outside Dhaka, it was not possible to make

contact with the students of those schools because of time constraints.

Effectiveness and Difficulties of Creative Writing in Language Learning 20

Chapter 4

Findings and Analysis

This part of the research will discuss, analyze and interpret the results obtaining from the

questionnaire and interview. The results will be shown through table and pie chart.

4.1. Finding from the Questionnaire

As mentioned in the previous chapter, a questionnaire is used to find out the developing criteria

and difficulties of creative writing in English language learning for the students of pre-

intermediate level.

4.1.1. Results of Question 1

Table: 1. Feel confident about ability to write

Options Female (%) Male (%) Total (%)

Not at all 0 0% 0 0% 0%

A little 5 25% 7 35% 30%

Rather 6 30% 9 45% 37.5%

Much 7 35% 2 10% 22.5%

Very strong 2 10% 2 10% 10%

In Table 1, we can see that among both female and male students 37.5% in total rather feel

confident about their ability to write in English writing class where female are 30% and male are

45%. Moreover, 22.5% in total feel much confident about their ability to write which is less than
Effectiveness and Difficulties of Creative Writing in Language Learning 21

rather option. Among all of the students only 10% feel very strong confident about their ability

to write in English Writing class.

The following pie chart represents Table 4.1.

Not at all A little Not at all A little

Rather Much Rather Much
Very Strong Very Strong
0% 0%

10% 10%
25% 10% 35%

35%
30% 45%

Female Male

Figure 4.1: Response to Question no 1

4.1.2. Results of Question 2

Table: 2. effectively plan a large writing assignment

Options Female (%) Male (%) Total (%)

Not at all 0 0% 0 0% 0%

A little 2 10% 11 55% 32.5%

Rather 8 40% 4 20% 30%

Much 8 40% 4 20% 30%

Very strong 2 10% 1 5% 7.5%

Effectiveness and Difficulties of Creative Writing in Language Learning 22

In table 2, we can see that among both female and male students 32.5% in total can effectively

plan a large writing assignment a little where female students are 10% and male students are

55%. Secondly, in total 30% students rather effectively can plan a large writing assignment

where female students are 40% and male students are 20%. Moreover, in total 30% students

much effectively can plan a large writing assignment where female students are 40% and male

students are 20%. Lastly, among all of the students, only 7.5% in total can effectively plan a

large writing assignment very strongly where female students are 10% and male students are 5%.

The following pie chart represents Table 4.2.

Not at all A little Not at all A little

Rather Much Rather Much
Very Strong Very Strong

5% 0%
0%

10% 10%
20%

55%
40% 40% 20%

Female Male

Figure 4.2: Response to Question no 2

Effectiveness and Difficulties of Creative Writing in Language Learning 23

4.1.3. Results of Question 3

Table: 3. Write first drafts without stopping to correct or rethink

Options Female (%) Male (%) Total (%)

Not at all 5 25% 1 5% 15%

A little 6 30% 4 20% 25%

Rather 7 35% 9 45% 40%

Much 2 10% 5 25% 17.5%

Very strong 0 0% 1 5% 2.5%

In Table 3, we can see that among both female and male students 40% in total rather can write

first drafts without stopping to correct or rethink where female students are 35% and male

students are 45%. Secondly, in total 25% students can write first drafts without stopping to

correct or rethink a little where female students are 30% and male students are 20%. Moreover,

in total 17.5% much and 15% students not at all can write first drafts without stopping to correct

or rethink. Lastly, among all of the students, only 2.5% in total can write first drafts without

stopping to correct or rethink very strongly where female students are 0% and male students are

5%.

The following pie chart represents Table 4.3.

Effectiveness and Difficulties of Creative Writing in Language Learning 24

Not at all A little

Not at all A little
Rather Much
Rather Much
Very Strong
Very Strong
0%

10%
25% 5% 5%

25% 20%
35%

30%

45%

Female Male

Figure 4.3: Response to Question no 3

4.1.4. Results of Question 4

Table: 4. Write effective sentences and paragraph using correct grammar, punctuation,

and spelling.

Options Female (%) Male (%) Total (%)

Not at all 0 0% 2 10% 5%

A little 3 15% 1 5% 10%

Rather 6 30% 10 50% 40%

Much 7 35% 6 30% 32.5%

Very strong 4 20% 1 5% 12.5%

Effectiveness and Difficulties of Creative Writing in Language Learning 25

In Table 4, we can see that among both female and male students in total 40% rather can write

effective sentences and paragraph using correct grammar, punctuation, and spelling in English

writing class where female students are 30% and male students are 50%. Secondly, in total

32.5% students can write much effective sentences and paragraph using correct grammar,

punctuation, and spelling where female students are 35% and male students are 30%. Moreover,

in total 10% students a little and 12.5% students very strongly can write effective sentences and

paragraph using correct grammar, punctuation, and spelling. Lastly, among all of the students,

5% not at all can write effective sentences and paragraph using correct grammar, punctuation,

and spelling where female students are 0% and male students are 10% in English writing class.

The following pie chart represents Table 4.4.

Not at all A little Not at all A little

Rather Much Rather Much
Very Strong Very Strong
0%

15% 7%
20% 14%
7%

30% 43%
35% 29%

Female Male

Figure 4.4: Response to Question no 4

Effectiveness and Difficulties of Creative Writing in Language Learning 26

4.1.5. Results of Question 5

Table: 5. Use a well defined structure in writing appropriately

Options Female (%) Male (%) Total (%)

Not at all 0 0% 0 0% 0%

A little 1 5% 6 30% 17.5%

Rather 8 40% 11 55% 47.5%

Much 11 55% 2 10% 32.5%

Very strong 0 0% 1 5% 2.5%

In Table 5, we can see that among both female and male students in total 47.5% rather can use a

well defined structure in writing appropriately in English writing class where female students are

40% and male students are 55%. Secondly, in total 32.5% students can use a well defined

structure in writing appropriately much where female students are 55% and male students are

10%. Moreover, in total 17.5% students a little and 2.5% students very strongly can use a well

defined structure in writing appropriately. Lastly, among all of the students, 0% not at all can use

a well defined structure in writing appropriately in English writing class.

Effectiveness and Difficulties of Creative Writing in Language Learning 27

The following pie chart represents Table 4.5.

Not at all A little Not at all A little

Rather Much Rather Much
Very Strong Very Strong

0% 0%
5% 5% 0%
10%

30%
40%
55%
55%

Male
Female

Figure 4.5: Response to Question no 5

4.1.6. Results of Question 6

Table: 6. Revise my writing to make it clear, correct and consistent

Options Female (%) Male (%) Total (%)

Not at all 1 5% 3 15% 10%

A little 4 20% 3 15% 17.5%

Rather 3 15% 7 35% 25%

Much 6 30% 5 25% 27.5%

Very strong 6 30% 2 10% 20%

Effectiveness and Difficulties of Creative Writing in Language Learning 28

In Table 6, we can see that among both female and male students in total 27.5% much can revise

their writing to make it clear, correct and consistent in English writing class where female

students are 30% and male students are 25%. Secondly, in total 25% students rather can revise

their writing to make it clear, correct and consistent where female students are 15% and male

students are 35%. Moreover, in total 17.5% students a little and 20% students very strongly can

revise their writing to make it clear, correct and consistent. Lastly, among all of the students,

10% not at all can revise their writing to make it clear, correct and consistent in English writing

class.

The following pie chart represents Table 4.6.

Not at all A little Not at all A little

Rather Much Rather Much
Very Strong
Very Strong
5%

10% 16%
30% 20%

26% 16%
15%

30%
32%

Female Male

Figure 4.6: Response to Question no 6

Effectiveness and Difficulties of Creative Writing in Language Learning 29

4.1.7. Results of Question 7

Table: 7. accurately gives credit for ideas and facts from other people

Options Female (%) Male (%) Total (%)

Not at all 0 0% 0 0% 0%

A little 3 20% 3 15% 17.5%

Rather 6 30% 7 35% 32.5%

Much 5 25% 9 45% 35%

Very strong 5 25% 1 5% 15%

In Table 7, we can see that among both female and male students in total 35% much accurately

gives credit for ideas and facts from other people in English writing class where female students

are 25% and male students are 45%. Secondly, in total 32.5% students rather can accurately give

credit for ideas and facts from other people where female students are 30% and male students are

35%. Moreover, in total 17.5% students a little and 15% students very strong can accurately give

credit for ideas and facts from other people. Lastly, among all of the students, 0% not at all can

accurately give credit for ideas and facts from other people in English writing class.
Effectiveness and Difficulties of Creative Writing in Language Learning 30

The following pie chart represents Table 4.7.

Not at all A little Not at all A little

Rather Much Rather Much
Very Strong Very Strong

0% 5% 0%

15%
20%
25%

45%
35%
25% 30%

Female Male

Figure 4.7: Response to Question no 7

4.1.8. Results of Question 8

Table: 8. Give almost equal attention to both the language (e.g. spelling. grammar.

vocabulary) and the content (e.g. ideas, organization).

Options Female (%) Male (%) Total (%)

Not at all 0 0% 3 15% 7.5%

A little 2 10% 6 30% 20%

Rather 9 45% 6 30% 37.5%

Much 7 35% 2 10% 22.5%

Very strong 2 10% 3 15% 12.5%

Effectiveness and Difficulties of Creative Writing in Language Learning 31

In Table 8, we can see that among both female and male students in total 37.5% rather can give

almost equal attention to both the language (e.g. spelling. grammar. vocabulary) and the content

(e.g. ideas, organization) in English writing class where female students are 45% and male

students are 30%. Secondly, in total 22.5% students can give almost equal attention to both the

language (e.g. spelling. grammar. vocabulary) and the content (e.g. ideas, organization) much

where female students are 35% and male students are 10%. Moreover, in total 20% students a

little and 12.5% students very strongly can give almost equal attention to both the language (e.g.

spelling. grammar. vocabulary) and the content (e.g. ideas, organization). Lastly, among all of

the students, 7.5% not at all can give almost equal attention to both the language (e.g. spelling.

grammar. vocabulary) and the content (e.g. ideas, organization) in English writing class.

The following pie chart represents Table 4.8.

Not at all A little Not at all A little

Rather Much
Rather Much
Very Strong
Very Strong

0%

10% 10%
15% 15%

10%
35%
30%
45%
30%

Female Male

Figure 4.8: Response to Question no 8

Effectiveness and Difficulties of Creative Writing in Language Learning 32

4.1.9. Results of Question 9

Table: 9. Enjoy writing

Options Female (%) Male (%) Total (%)

Not at all 1 5% 1 5% 5%

A little 0 0% 3 15% 7.5%

Rather 0 0% 7 35% 17.5%

Much 8 40% 6 30% 35%

Very strong 11 55% 3 15% 35%

In Table 9, we can see that among female and male students both in total 35% much and very

strongly enjoy writing in English writing class. Secondly, in total 17.5% students rather enjoy

writing where female students are 0% and male students are 35%. Moreover, in total 7.5%

students a little enjoy writing in English writing class. Lastly, among all of the students, only 5%

not at all enjoy writing in English writing class.

Effectiveness and Difficulties of Creative Writing in Language Learning 33

The following pie chart represents Table 4.9.

Not at all A little Not at all A little

Rather Much Rather Much
Very Strong Very Strong

5% 0% 5%
0%
15%
15%

40%
55% 30%
35%

Male
Female

Figure 4.9: Response to Question no 9

4.1.10. Results of Question 10

Table: 10. Think as a writer

Options Female (%) Male (%) Total (%)

Not at all 4 20% 7 35% 27.5%

A little 5 25% 5 25% 25%

Rather 5 25% 4 20% 22.5%

Much 5 25% 2 10% 17.5%

Very strong 1 5% 2 10% 7.5%

Effectiveness and Difficulties of Creative Writing in Language Learning 34

In Table 10, we can see that among both female and male students in total 27.5% not at all can

think themselves as a writer in English writing class where female students are 20% and male

students are 35%. Secondly, in total 25% students can think themselves as a writer a little where

female and male students both are 25%. Moreover, in total 17.5% students much and 22.5%

students rather can think themselves as a writer. Lastly, among all of the students, 7.5% very

strongly can think themselves as a writer in English writing class where female students are 5%

and male students are 10%.

The following pie chart represents Table 4.10.

Not at all A little Not at all A little

Rather Much Rather Much
Very Strong Very Strong

5%

10%
20%
10% 35%
25%
20%
25%
25% 25%

Female Male

Figure 4.10: Response to Question no 10

Effectiveness and Difficulties of Creative Writing in Language Learning 35

4.1.11. Results of Question 11

Table: 11. On a topic of interest, generate lots of words fairly, quickly and freely- not be

stuck

Options Female (%) Male (%) Total (%)

Not at all 1 5% 0 0% 2.5%

A little 3 15% 7 35% 25%

Rather 5 25% 8 40% 32.5%

Much 7 35% 3 15% 25%

Very strong 4 20% 2 10% 15%

In Table 11, we can see that among both female and male students in total 32.5% rather can

generate lots of words fairly, quickly and freely on a topic of interest in English writing class

where female students are 25% and male students are 40%. Secondly, both in total 25% students

a little and much can generate lots of words fairly, quickly and freely on a topic of interest.

Moreover, in total 15% students very strongly can generate lots of words fairly, quickly and

freely on a topic of interest. Lastly, among all of the students, 2.5% not at all can generate lots of

words fairly, quickly and freely on a topic of interest in English writing class.
Effectiveness and Difficulties of Creative Writing in Language Learning 36

The following pie chart represents Table 4.11.

Not at all A little Not at all A little

Rather Much Rather Much
Very Strong Very Strong

5% 10% 0%

20% 15%
15% 35%

25%
35% 40%

Female Male

Figure 4.11: Response to Question no 11

4.1.12. Results of Question 12

Table: 12. On a topic of interest, come up with ideas or insights that had not thought of

before

Options Female (%) Male (%) Total (%)

Not at all 0 0% 0 0% 0%

A little 2 10% 10 50% 30%

Rather 10 50% 5 25% 37.5%

Much 6 30% 4 20% 25%

Very strong 2 10% 1 5% 7.5%

Effectiveness and Difficulties of Creative Writing in Language Learning 37

In Table 12, we can see that among both female and male students in total 37.5% rather can

come up with ideas or insights that had not thought of before on a topic of interest in English

writing class where female students are 50% and male students are 25%. Secondly, in total 30%

students can come up with ideas or insights that had not thought of before on a topic of interest a

little where female students are 10% and male students are 50%. Moreover, in total 17.5%

students much and 7.5% students very strongly can come up with ideas or insights that had not

thought of before on a topic of interest. Lastly, among all of the students, 0% not at all can in

English writing class.

The following pie chart represents Table 4.12.

Not at all A little

Not at all A little
Rather Much Rather Much
Very Strong Very Strong
0%
5% 0%
10% 10%

20%
30%
50%
50%
25%

Female Male

Figure 4.12: Response to Question no 12

Effectiveness and Difficulties of Creative Writing in Language Learning 38

4.1.13. Results of Question 13

Table: 13. Make sentences clear to readers on first reading

Options Female (%) Male (%) Total (%)

Not at all 1 5% 3 15% 10%

A little 3 15% 2 10% 12.5%

Rather 5 25% 10 50% 37.5%

Much 6 30% 4 20% 25%

Very strong 5 25% 1 5% 15%

In Table 13, we can see that among both female and male students in total 37.5% rather can

make sentences clear to readers on first reading in English writing class where female students

are 25% and male students are 50%. Secondly, in total 25% students can make much sentences

clear to readers on first reading where female students are 30% and male students are 20%.

Moreover, in total 12.5% students a little and 15% students very strongly can make sentences

clear to readers on first reading in English writing class. Lastly, among all of the students, 10%

not at all can make sentences clear to readers on first reading in English writing class where

female students are 5% and male students are 15%.

Effectiveness and Difficulties of Creative Writing in Language Learning 39

The following pie chart represents Table 4.13.

Not at all A little Not at all A little

Rather Much Rather Much
Very Strong Very Strong

5% 5%

15%
25% 15%
20%
10%

25%
30%
50%

Female Male

Figure 4.13: Response to Question no 13

4.1.14. Results of Question 14

Table: 14. Get sentences lively

Options Female (%) Male (%) Total (%)

Not at all 0 0% 1 5% 2.5%

A little 4 20% 9 45% 32.5%

Rather 7 35% 9 45% 40%

Much 7 35% 0 0% 17.5%

Very strong 2 10% 1 5% 7.5%

Effectiveness and Difficulties of Creative Writing in Language Learning 40

In Table 14, we can see that among both female and male in total 40% students rather can get

sentences lively in English writing class where female students are 35% and male students are

45%. Secondly, in total 32.5% students can get sentences lively a little where female students are

20% and male students are 45%. Moreover, in total 17.5% students much and 7.5% students very

strongly can get sentences lively. Lastly, among all of the students, 2.5% not at all can get

sentences lively in English writing class where female students are 0% and male students are 5%.

The following pie chart represents Table 4.14.

Not at all A little

Not at all A little
Rather Much
Very Strong Rather Much
Very Strong
0%
0%
10%
20%
10%
25%
35%
35% 35%

30%

Female Male

Figure 4.14: Response to Question no 14

Effectiveness and Difficulties of Creative Writing in Language Learning 41

4.1.15. Results of Question 15

Table: 15. Get rid of most mistakes in grammar, spelling, punctuation, and so on

Options Female (%) Male (%) Total (%)

Not at all 0 0% 1 5% 2.5%

A little 5 25% 5 25% 25%

Rather 8 40% 4 20% 30%

Much 6 30% 9 45% 37.5%

Very strong 1 5% 1 5% 5%

In Table 15, we can see that among both female and male students in total 37.5% much can get

rid of most mistakes in grammar, spelling, punctuation, and so on in English writing class where

female students are 30% and male students are 45%. Secondly, in total 30% students rather can

get rid of most mistakes in grammar, spelling, punctuation, and so on where female students are

40% and male students are 20%. Moreover, in total 25% students a can get rid of most mistakes

in grammar, spelling, punctuation, and so on. Lastly, among all of the students, 5% very

strongly and 2.5% not at all can get rid of most mistakes in grammar, spelling, punctuation, and

so on in English writing class.

Effectiveness and Difficulties of Creative Writing in Language Learning 42

The following pie chart represents Table 4.15.

Not at all A little

Not at all A little
Rather Much
Rather Much
Very Strong
Very Strong

5% 0% 5% 5%

25%
25%
30%
45%

40% 20%

Female Male

Figure 4.15: Response to Question no 15

4.1.16. Results of Question 16

Table: 16. Give a detailed account that goes on your mind and the things that happen on

the text

Options Female (%) Male (%) Total (%)

Not at all 1 5% 0 0% 2.5%

A little 3 15% 5 25% 20%

Rather 7 35% 13 65% 50%

Much 7 35% 2 10% 22.5%

Very strong 2 10% 0 0% 5%

Effectiveness and Difficulties of Creative Writing in Language Learning 43

In Table 16, we can see that among both female and male students in total 50% rather can give a

detailed account that goes on your mind and the things that happen on the text in English writing

class where female students are 35% and male students are 65%. Secondly, in total 22.5%

students can give a detailed account that goes on your mind and the things that happen on the

text much where female students are 55% and male students are 10%. Moreover, in total 20%

students a little can give a detailed account that goes on your mind and the things that happen on

the text. Lastly, among all of the students, 5% very strongly and 2.5% not at all can Give a

detailed account that goes on your mind and the things that happen on the text in English writing

class.

The following pie chart represents Table 4.16.

Not at all A little

Not at all A little
Rather Much
Very Strong Rather Much
Very Strong
5%
0%
10%
15% 10%
25%
35%
35% 35%

30%

Female Male

Figure 4.16: Response to Question no 16

Effectiveness and Difficulties of Creative Writing in Language Learning 44

4.1.17. Results of Question 17

Table: 17. Notice problems or stuck points in writing and figure out the causes

Options Female (%) Male (%) Total (%)

Not at all 1 5% 0 0% 2.5%

A little 1 5% 2 10% 7.5%

Rather 5 25% 6 30% 27.5%

Much 8 40% 11 55% 47.5%

Very strong 6 25% 0 5% 17.5%

In Table 17, we can see that among both female and male students in total 47.5% can notice

problems or stuck points in writing and figure out the causes much in English writing class

where female students are 40% and male students are 55%. Secondly, in total 27.5% students

rather can notice problems or stuck points in writing and figure out the causes where female

students are 25% and male students are 30%. Moreover, in total 17.5% students very strongly

and 7.5% students a little can Notice problems or stuck points in writing and figure out the

causes. Lastly, among all of the students, 2.5% not at all can notice problems or stuck points in

writing and figure out the causes in English writing class.

Effectiveness and Difficulties of Creative Writing in Language Learning 45

The following pie chart represents Table 4.17.

Not at all A little Not at all A little

Rather Much
Rather Much
Very Strong
Very Strong
5% 0%
5% 5%
10%
25%

25%
30%
55%
40%

Female Male

Figure 4.17: Response to Question no 17

4.1.18. Results of Question 18

Table: 18. Make changes in the way you go about writing

Options Female (%) Male (%) Total (%)

Not at all 0 0% 2 10% 5%

A little 2 10% 5 25% 17.5%

Rather 6 30% 10 50% 40%

Much 8 40% 3 15% 27.5%

Very strong 4 20% 0 0% 10%

Effectiveness and Difficulties of Creative Writing in Language Learning 46

In Table 18, we can see that among both female and male students in total 40% rather can make

changes in the way they go about writing in English writing class where female students are 30%

and male students are 50%. Secondly, in total 27.5% students can make changes in the way they

go about writing much where female students are 40% and male students are 15%. Moreover, in

total 17.5% students a little and 10% students very strongly can make changes in the way they go

about writing. Lastly, among all of the students, 5% not at all can make changes in the way they

go about writing in English writing class.

The following pie chart represents Table 4.18.

Not at all A little

Not at all A little
Rather Much Rather Much
Very Strong Very Strong

0% 0%

10% 10%
20%
25%

30%
35%
40% 30%

Female Male

Figure 4.18: Response to Question no 18

Effectiveness and Difficulties of Creative Writing in Language Learning 47

4.1.19. Results of Question 19

Table: 19. Face problems while building an argument

Options Female (%) Male (%) Total (%)

Not at all 2 10% 2 10% 10%

A little 1 5% 8 40% 22.5%

Rather 6 30% 5 25% 27.5%

Much 10 50% 5 25% 37.5%

Very strong 1 5% 0 0% 2.5%

In Table 19, we can see that among both female and male students in total 37.5% face problems

while building an argument much in English writing class where female students are 50% and

male students are 25%. Secondly, in total 27.5% students face rather problems while building an

argument where female students are 30% and male students are 25%. Moreover, in total 22.5%

students a little and 10% students not at all face problems while building an argument. Lastly,

among all of the students, 2.5% very strongly face problems while building an argument in

English writing class.

Effectiveness and Difficulties of Creative Writing in Language Learning 48

The following pie chart represents Table 4.19.

Not at all A little

Not at all A little
Rather Much Rather Much
Very Strong Very Strong
0%

5% 10% 10%
5% 25%

35%
50% 30%
30%

Female Male

Figure 4.19: Response to Question no 19

4.1.20. Results of Question 20

Table: 20. Write for pleasure in English in free time

Options Female (%) Male (%) Total (%)

Not at all 1 5% 9 45% 25%

A little 2 10% 3 15% 12.5%

Rather 8 40% 5 25% 32.5%

Much 5 25% 2 10% 17.5%

Very strong 4 20% 1 5% 12.5%

Effectiveness and Difficulties of Creative Writing in Language Learning 49

In Table 20, we can see that among both female and male students in total 32.5% rather write for

pleasure in English in free time where female students are 40% and male students are 25%.

Secondly, in total 25% students not at all write for pleasure in English in free time where female

students are 5% and male students are 45%. Moreover, in total 17.5% write for pleasure in

English in free time much. Lastly, both for a little and very strong 12.5% write for pleasure in

English in free time.

The following pie chart represents Table 4.20

Not at all A little Not at all A little

Rather Much Rather Much
Very Strong Very Strong

5% 5%

20% 10% 10%

45%
25%
25%
40%
15%

Female Male

Figure 4.20: Response to Question no 20

Effectiveness and Difficulties of Creative Writing in Language Learning 50

4.2. Finding from the Interview Questions

The questions of the semi-structured interviews were for collecting some specific information

regarding the students’ developing criteria and difficulties in creative writing that was missing

or inadequate in the survey questionnaires.

4.2.1. Results of Question 1

Among the interview students, most of them agree about writing some specific piece of writing

which are being practiced in their class. Moreover, among them student 1, 2 and 4 feel more

comfortable to write on given topic. Lastly, all of them feel easy to answer the application and

letter writing part mostly.

4.2.2. Results of Question 2

The hardest part of writing to them is to write paragraph, summary writing, story writing and

also essay writing. Among them student 2 and 3 agreed about finding the story writing part

mostly harder to them. The part of writing which they have to think and come up with ideas

seems very difficult to write and build up the arguments.

4.2.3. Results of Question 3

Among the students all of them agreed that in their Bangla medium schools, they do not get the

chance to come up with new ideas for writing. Though they get the chance but they do not get

that much help from the teacher. So, mainly the students who want to develop their writing

follow more than one book and come up with ideas from that for writing. All of them agreed

about depending on some specific books for getting the ideas to generate on their writing.
Effectiveness and Difficulties of Creative Writing in Language Learning 51

4.2.4. Results of Question 4

In this question, all of the students have different point of view. Student 1 suggests that the

pattern of developing writing should be changed. Student 2 says that creative writing will help

them to make their writing better. Student 3 says that more and more practice and appropriate

guideline can help them to do better writing. Student 4 suggests that specific and seen topics

should be avoided for better writing. She wants to say that writing should be practices in general.

4.2.5. Results of Question 5

Most of the students say that clear written response helps them the most as a writer. Most of the

time, their teachers and also home tutors give them the response but the responses they are

getting are not enough for them to develop as a writer.

4.2.6. Results of Question 6

All of them agreed that they want to improve their creative writing skills. It is because they are

not encouraged to write creatively and also to think creatively. By improving their creative

writing style they will be able to write any paragraph, essay and other topic very easily. It will

also be easy for them to answer the composition part of writing.

Effectiveness and Difficulties of Creative Writing in Language Learning 52

Chapter 5

Conclusion

Writing has always been seen as an important skill in English language acquisition. This

importance is due to the fact that it reinforces grammatical structures and vocabulary. It is the

area in which learners need to be offered adequate time to develop their writing skill. Therefore

more time should be devoted to it in classrooms containing ELLs so that they will be prepared to

effectively communicate in real life as well as academic situations (Ismail, 2007). Additionally,

writing skills can be developed when the learners’ interests are acknowledged and when they are

given frequent opportunities to actually practice writing (Ismail, 2007).

The aim of this study is to explore how the students of secondary level of Bangla medium

schools are developing their creative writing and what strategy they are following. Moreover, in

which certain areas they are facing the difficulties mostly and whether there is any impact or

effect regarding those difficulties among them or not.

It can be seen from the results of this study that students of Bangla medium are motivated having

creative writing classes. They are interested to write themselves using their creativity rather

following the teachers’ instructions. Moreover, their response towards creative writing suggests

that teachers should give them more opportunities to practice different type of writing.

From the findings it can be also seen that students are less confident in case of writing. The

reason behind this is Bangla medium students are traditionally used to in memorizing any kind of

writing. Therefore, the students of Bangla medium are always anxious about the grammar and

writing themselves without the help of the books. Teachers’ ways of teaching is also responsible

for this type of situation. If the teacher encourages his students to write themselves as well as
Effectiveness and Difficulties of Creative Writing in Language Learning 53

explores their creativity during the classroom context, students will be able to have high

confidence level.
Effectiveness and Difficulties of Creative Writing in Language Learning 54

Reference

Adas & Bakir, D. (2013, May). Writing Difficluties and New Solutions: Blended Learning as an

Approach to Improve Writing Abilities. International Journal of Humanities and Social

Science Invention, 3(9), 254-266.

Afrin, N. (2014, November). Reasons of Problems in Writing class in the tertiary level of

Bangladesh. International Journal of Humanities and Social Science Invention, 3(11),

41-48. Retrieved from www.ijhssi.org.

Al-Khasawneh, F.M.S. (2010). Writing for Academic Purposes: Problems Faced by Arab

Postgraduate Students of the College of Business, UUM. ESP World, 2(9), 1-23.

Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT journal, 54,

153-160.

http://dx.doi.org/10.1093/elt/54.2.153

Brown, J.D. (1988). Understanding Research in Second Language Learning. Cambridge:

Cambridge University Press.

Burke, S. B. (2010). The construction of writer identity in the academic writing of Korean ESL

students: a qualitative study of six Korean students in the U.S. Doctoral dissertation.

Chou, L. (2011). An investigation of Taiwanese doctoral students' academic writing at a U.S.

University. Higher Education Studies, 1(2), 47-60.

Gabrielatos, C. (2002). EFL Writing: Product and Process. Karen’s Linguistic Issues.
Effectiveness and Difficulties of Creative Writing in Language Learning 55

Grami, G.M.A. (2010). The Effects of Integrating Peer Feedback into University-Level ESL

Writing Curriculum: A Comparative Study in a Saudi Context. Doctoral dissertation

submitted to Newcastle University, School of Education, Communication and Language

Sciences. Available online https://theses.ncl.ac.uk/dspace/bitstream/10443/933/1/grami_

Harmer, J. (1998). How to Teach English: An introduction to the practice of English language

teaching. Edinburgh Gate, Harlow, Essex CM20 2JE, England: Addison Wesley

Longman Limited.

Harmer, J. (2001). The Practice Of English Language Teaching. Edinburgh Gate, Harlow, Essex

CM20 2JE, England: Addison Wesley Longman Limited.

Harmer, J. (2007). How to Teach English. New Edition. Harlow: Pearson Education Ltd.

Hyland, K. (2002). Teaching and Researching Writing. Harlow: Longman.

Ismail, S. A. A. (2011). Exploring students' perceptions of ESL writing. English Language

Teaching, 4(2), 73-83.

Jones, C. D., Reutzel, D. R., & Fargo, J. D. (2010). Comparing two methods of writing

instruction: Effects on kindergarten students' reading skills. The Journal of Educational

Research, 103(5), 327-341. Creme, P., & Lea, M.R. (2008). Writing at university: A

guide for students (3rd ed.). New York: Open University Press.

Krashen, S.D. (1984). Writing: Research, theory, and applications. Oxford: Pergamon Institute of

English.
Effectiveness and Difficulties of Creative Writing in Language Learning 56

Long, M.H., & Richards, J.C. (2003). Series editors‘ preface. In B. Kroll (Ed.), Exploring the

dynamics of second language writing (pp.xv – xvi). Cambridge: Cambridge University

Press. McMillan Encyclopedia. (1986). London: McMillan Limited.

Mackey, A. & Gass, S. M. (2005). Second language research: methodology and design. New

Jersey: Routledge.

Maley, A. (2012). Creative Writing for Students and Teachers. Humanising Language Teaching,

14(3). Retrieved from http://www.hltmag.co.uk/jun12/mart01.htm

Maley, A. (2009). Creative writing for language laeraners (and teachers). In

teachingenglish.org.uk.

Retrieved from http://www.teachingenglish.org.uk/article/creative-writing-language-

learners-teachers

McNamara, D.S., Crossley, S.A., & McCarthy, P.M. (2010). Linguistic features of writing

quality. Written Communication 57(1), 57-86.

Myles, J. (2002). Second language writing and research: The writing process and error analysis

in student texts. TESL-EJ, 6(2). Retrieved September 17, 2010, from

http://www.tesl.ej.org/wordpress/issues/volume6/ej22al/

National Writing Project, & Nagin, C. (2006). Because writing matters: Improving student

writing in our schools. San Francisco: Jossey-Bass. Nightingale, P. (2000). Improving

student writing. In S. Makoni (Ed.), Improving teaching and learning in higher

education: A handbook for Southern Africa (pp. 131166). Johannesburg: Witwatersrand

University Press.
Effectiveness and Difficulties of Creative Writing in Language Learning 57

Nunan, D. (2002). Research Methods in Language Learning. Cambridge: Cambridge University

Press.

Pincas, A. (1982). Teaching English Writing. Macmillan Press.

Tahaineh, Y.S. (2010). Arab EFL university students’ errors in the use of prepositions. MJAL,

2(1), 76-112.

Tan, E.K., & Miller, J. (2008). Writing in English in Malaysian High Schools: The Discourse of

Examinations, England: Routledge.

Tribble, C. (1997). Writing. Oxford: Oxford University Press.

Effectiveness and Difficulties of Creative Writing in Language Learning 58

Appendix 1

Questionnaire for students

This research is being done as a requirement for the completion of a post graduation degree (MA
in English).
Name: ______________
Gender: _______female _______male
Age group: ___15 ____16 ____17
Profession: ____student
Education: _____high school
Place a tick beside the most appropriate response. Using a Likert scale from 0-4, rate the
following with 0 indicating not at all, 1 indicating a little, 2 indicating rather, 3 indicating
much and 4 indicating very strong.
Effectiveness and Difficulties of Creative Writing in Language Learning 59

not at very
In the English writing class….. all
a little rather much
strong

1 I feel confident about my ability to write. 0 1 2 3 4

2 I can effectively plan a large writing assignment. 0 1 2 3 4

I write first drafts without stopping to correct or rethink my

3 0 1 2 3 4
writing.

I write effective sentences and paragraphs, using correct

4 0 1 2 3 4
grammar, punctuation, and spelling.

I use a well-defined structure (introduction, body, and

5 0 1 2 3 4
conclusion) in my writing, as appropriate.

6 I revise my writing to make it clear, correct, and consistent. 0 1 2 3 4

When writing, I accurately give credit for ideas and facts

7 0 1 2 3 4
from other people.

I give almost equal attention to both the language (e.g.

8 spelling. grammar. vocabulary) and the content (e.g. ideas, 0 1 2 3 4
organization).

9 Do you enjoy writing? 0 1 2 3 4

10 Do you think yourself as a writer? 0 1 2 3 4

On a topic of interest to you, can you generate lots of words

11 0 1 2 3 4
fairly quickly and freely?

Again on a topic of interest to you, can you come up with

12 0 1 2 3 4
ideas or insights you had not thought of before?

Can you make your sentences clear--so they are clear to

13 0 1 2 3 4
readers on first reading?
Effectiveness and Difficulties of Creative Writing in Language Learning 60

not at very
In the English writing class….. all
a little rather much
strong

14 Can you get your sentences lively? 0 1 2 3 4

Can you get rid of most mistakes in grammar, spelling,

15 0 1 2 3 4
punctuation, and so on?

Can you give a detailed account of what was going on when

16 you were writing: the thoughts and feelings that go through 0 1 2 3 4
your mind and the things that happen in the text?

Do you notice problems in your writing and figure out what

17 0 1 2 3 4
the causes are?

Can you make changes in the way you go about writing based
18 0 1 2 3 4
on those things you noticed?

19 Do you face any problem while building an argument? 0 1 2 3 4

20 Do you write for pleasure in English in your free time? 0 1 2 3 4

Appendix 2

Interview Questions

For Students:

1) What is the easiest part of writing for you?

2) What is the hardest part of writing for you?
3) How do you come up with ideas for writing?
4) What helps you the most to make your writing better?
5) What kind of response helps you the most as a writer? Who gives you that response?
6) Which writing skills do you wish to improve?