شبكة المعلومات العربية التربوية

This study aimed at investigating the effect of using the imaginative Approach in developing EFL creative writing skills and self- efficacy for first year university students. The participants were (84) divided into an experimental group (42) and a control group (42). The instruments included a checklist of EFL creative writing skills, self - efficacy scale was established and evaluated to determine the most significant and required EFL creative writing skills for the participants. A pre- and post-evaluation of EFL creative writing skills as well as a self- efficacy scale were created. Students were pre-tested to determine their EFL creative writing proficiency and efficacy beliefs. Then they were taught how to improve their creative writing skills (fluency, accuracy, flexibility, and originality) through the Imaginative Approach, which favored the experimental group. The results showed that there were statistically significant differences between the mean scores of the experimental and control groups in their EFL creative writing skills, and self- efficacy scale with the experimental group outperforming the control group. (Published abstract)