Abstract:
This action research explores the effects of frequent impromptu creative writing activities on undergraduate ESL learners’ perceptions about second language writing aptitude. It analyses how repeated and structured instructions on critical writing can impact learners’ perceived writing skills development. The research was conducted using a pre-and post-evaluation design through a sixteen week semester. Participants include 30 female and 20 male second-year first-semester students studying English as a major at a public university. Data were collected from pre and post focus group discussions and a small survey. Also, a survey questionnaire including both yes-no questions and demography has been used to gather learners’ self-report. Focus group discussions include learners’ perceptions about skills acquisition. Results show learners are more confident and convinced about their writing competence than earlier. A considerable gender effect on perceived writing skills has also been detected. The conclusion calls for greater implementation of criticality in second language classrooms.
