Promoting self-directed learning by means of creative writing

Abstract

The present study comprises a twofold interest. Firstly, Self-Directed Learning (SDL) strategies emerged as a didactic possibility to foster autonomy in learners’ processes such as creative writing. This one in turn constituted an opportunity for participants to express ideas and apply language skills while becoming SD learners through the design of strategies. This research aimed at analyzing the effects of SDL strategies on ELT undergraduates’ creative writing products and their perceptions on this process, from a bachelor’s degree in English at a university in Bogotá. This project was implemented through a didactic sequence for creative writing via blog during 3 modules. Data collection instruments included students’ artifacts, questionnaires and their personal development plans. Results showed that the application of SDL strategies assisted students when planning and organizing their texts for creative writing. In addition, students perceived the application of SDL strategies as a contribution not only for their current training but also for their future Professional Development (PD) decisions where (self) reflection on own needs and motivation may group key factors in teachers’ education.