Unleashing Creative Writing in Language Classrooms Through the Power of Predictive Learning Strategy

Abstract

The research aimed at investigating the impact of a predictive thinking strategy on the improvement of creative writing skills among pupils within Arab educational environment. The subjects were drawn from the lower primary classes in some Jordanian schools and were randomly assigned either to the experimental group that would be taught using the predictive thinking strategy or to the control group that would be taught using conventional methods. Under the predictive thinking strategy, a test of creative writing skills was carried out after its validity and reliability were confirmed. The results revealed that the experimental group's members scored high on creative writing compared with their counterparts in the control group. The results further demonstrated the existence of statistically significant differences according to pupil's gender in favor of females and non-existence of statistically significant differences due to interaction between pupil's gender and predictive thinking strategy. The outcomes of the research indicate that the predictive thinking strategy enhances the creative writing skills and therefore recommends the implementation of the strategy into language learning curricula, in addition to providing training to teachers in practicing this strategy.