Using SCAMPER Strategy For Developing Third Year English Majors’ Creative Writing Skills

Abstract

Abstract The present study tried to investigate the effect of using the strategy of Substituting, Combining, Adapting, Putting it in other uses, Eliminating, Revising (SCAMPER) on developing third-year English majors’ creative writing skills. The study used one group (pre-test and post-test design). Instruments of the study were: a program based on SCAMPER strategy, a creative writing skills test, and a performance rubric for evaluating students’ creative writing. Participants of the study were ninety students from third-year English majors, Faculty of Education, Minia University. They were taught the program based on SCAMPER. The results of the study reveal that there was a significant statistical difference favoring the post-performance of the creative writing skills test. It was found that SCAMPER strategy developed students’ creative writing skills. Findings were discussed. The researcher recommended that EFL teachers at the Ministry of Education should be trained to use SCAMPER in teaching all the language skills. Suggestions for further research were also presented.