Creative Writing Research Proposal
Research Proposal
Title (English) Effects of Task-based Creative Writing Instruction using Drama Techniques on English Creative Writing Ability of Upper Secondary School Students
Title (Thai) ผลของการสอนการเขียนแบบเน้นงานปฏิบัติโดยใช้เทคนิคการแสดงละครที่มีต่อความสามารถในการเขียนภาษาอังกฤษเชิงสร้างสรรค์ของนักเรียนระดับชั้นมัธยมศึกษาตอนปลาย
Researcher Wipada Sutthiroj
Student ID number 558 3492627
Advisor Prannapha Modehiran, Ph.D.
Program of Study Master of Education in Teaching English as a Foreign Language Program
Academic Year 2014
Background of the Study
Thai students are expected to be able to use English as a tool for communication. According to the Basic Education Core Curriculum B.E. 2551 (A.D. 2008), English is the only
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Starko (2005) stated that when people have creativity, they will have “a new eyes” to look at the world around them. They tend to open and welcome new experiences then make use of it in their writing. Thus, creative writing can be the activity for the students that provide them chances to practice using the language creatively.
Creative writing can influence students to express their imagination and inspired them to write pleasurably and willing to display their work – to show off (Harmer 2004; Ostrom, 2012). Chenfield (1978) and Remet (2007) defines creative writing as a writing that express ideas, thoughts and feelings rather than just convey the information. Holland (2003) considers creative writing as practice based discipline which engage students in critique and reflection. Creative writing requires organization, planning, and discovery of thoughts and it rejects controlled thinking. (Sharples, 1996, as cited in Temizkan, 2011). Students should expose to the target language enough to acquire how language is used and to gather enough ideas in order to produce the written task
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The main characteristics of task-based instruction are meaningfulness, interaction, cooperation, peer feedback, natural language use (Malmir et al, 2011). It emphasize on learning to communicate through interacting purposefully while engage in the activities (Nunan, 2004; Richards & Rodgers, 2001). It also provides students to expose to the real-world tasks which enable students to practice and notice the important of the language (Richards & Rodgers,
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