Assessing the Use of Creative Writing Strategies in English Language Teaching in Jordan: Challenges and Teacher-Proposed Solutions from their Point of View

Abstract

Objectives: This study aimed to investigate the degree English Language Teachers (ELTs) in Jordan apply creative writing strategies to teach writing. It also aimed to explore the challenges that face teachers when they apply the strategies, and their suggestions to overcome them. Methods: This study employed a mixed-methods approach, collecting quantitative data through a structured questionnaire involving 200 teachers from 48 government and private schools in Jordan. Qualitative data were also gathered through classroom observation notes and interviews with 20 participating teachers from the questionnaire. Results: The analyses revealed significant differences in teachers' usage of creative writing techniques based on their teaching experience. Specialized English language teachers with less than three years of experience showed a greater preference for these methods compared to those with longer teaching experience. However, academic qualifications, whether bachelor's or master's/doctorate degrees, did not significantly impact the usage of these strategies. Conclusions: The study highlights the necessity of implementing targeted training programs to enhance the usage of creative writing strategies among English language teachers. Additionally, it encourages further research to better understand the motivations and effects of using these strategies on improving English language teaching.