The Impact of Creative Writing Strategies on Primary School Students’ Writing Fluency Skills and Writing Anxiety
Bibliographic Data
| ID | 22420259 |
|---|---|
| Authors | Yusuf Kızıltaş (0000-0001-9434-4629, Van Yüzüncü Yıl Üniversitesi, corresponding author) |
| Year | 2026 |
| Pages | 1-22 |
| Publication date | 2026-05-08 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Reading & Writing Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 1057-3569 • E-ISSN: 1521-0693 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10573569.2026.2665740 |
| OpenAlex | W7160665810 |
| Language | EN |
| References cited | 45 |
Creative writing provides students with the opportunity to freely express their emotions and thoughts by using their imagination and original expression skills. When the creative writing process is supported by various writing strategies and constructive feedback is provided by the teacher on students’ work, students may become more willing to engage in writing activities. In this way, students may gradually write more fluently over time. For students who write fluently and enjoy writing, writing activities may eventually cease to be perceived as a difficulty. Writing anxiety may negatively affect students’ writing performance, whereas creative writing activities may reduce writing anxiety while supporting the development of writing fluency and overall writing achievement. The main aim of the present study is to examine the effect of creative writing strategies on improving writing fluency and reducing writing anxiety among ten-year-old fourth-grade primary school students. In this quantitative study, a quasi-experimental design was employed. A simple random sampling method was used to determine the study group (experimental group = 30, control group = 30). The writing anxiety scale and creative writing prompts were used to collect the data during the approximately six-week implementation period. The results of the study indicated that the writing fluency of the students in the experimental group improved through the use of creative writing strategies. Similarly, students’ writing anxiety showed a decreasing tendency.
Anxiety · Creative writing · Creativity · Fluency · Learning disability · Teaching method · Test anxiety · Writing process · Artistic and Creative Research · Creativity in Education and Neuroscience · Writing and Handwriting Education
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| Highly cited | No |
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