Creative Writing in Foreign Language Learning: Systemic Literature Review
DOI:
https://doi.org/10.33806/ijaes.v25i2.524Abstract
Creative competence as one of the transformative competencies in the future education framework 2030 must begin to be realized in foreign language learning, including writing skills. This study aims to map the position of creative writing in existing studies. The method used for tracing is NVivo as a coding tool. The 78 articles found are then selected by inclusion and exclusion categories to produce 25 articles for further coding. The results of the coding are then read and studied with four perspectives, namely the language that is the object of study, the problems for achieving creative competence, the solutions offered and the benefits that can be obtained to overcome emerging foreign language learning problems. The findings from this SLR indicate that the language which is the most dominant object of study is English. Linguistic problems in the context of discourse and demotivating non-linguistics are the dominant problems, while the solutions offered are mostly focused on creative writing strategies. The benefits obtained are the improvement of writing skills, language skills, motivation, and self-quality of foreign language learners. The research gap that can be mapped from the findings above is that attention to foreign languages other than English in creative writing research and discourse-based learning must be increased.
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