Assessing the Impact of Predictive Thinking-Based Learning Activities on Enhancing Creative Writing in Language Learning Classrooms

Background/purpose. The study tries to discover how predictive thinking can be incorporated into writing activities to assist students in developing their creative skills in writing learning environments. Through this study, teachers will be able to adopt a new teaching method that helps transform the way creative writing is taught in language classrooms.

Materials/methods. The study sample consisted of 240 students randomly assigned to an experimental group, where instruction utilized predictive thinking activities, and a control group, where instruction relied on a conventional method. The set of predictive thinking activities was developed and implemented in a manner that gained validity and reliability.

Results. Assessment through creative writing tests revealed that the use of predictive thinking activities had improved the creative writing capabilities of the experimental groups' subjects. The post-test mean scores of the experimental group for creative writing were statistically significant. Also, gender-wise, highly significant differences in favor of females were seen, and no statistically significant interaction between gender and methods was found.

Conclusion. It is concluded that predictive thinking activities stimulate students' critical and creative thinking and that it is, therefore, worthwhile introducing them within the curriculum and teacher training in this respect.

Keywords: Writing skills, creative skills, predictive learning activities

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