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Writing task is less practiced and is not taken seriously into account in Iranian EFL classrooms. Learners’ writing often lacks creativity and does not encourage or grasp the attention of readers. Since producing a creative writing requires education and practice, the current study is to explore the effect of poetry writing and visualization on writing creativity of EFL learners. To aim this, fifty EFL intermediate level learners were selected by random cluster sampling, among eight classes of the same level and were randomly assigned into control and experimental groups. TOEIC writing test was used containing parallel forms of writing tests and was scored by two independent raters. The teacher, in experimental group, read the selected poems providing explanations regarding its literary devices to clarify the scenes and then the students were asked to visualize the events and rewrite the poem. Control group followed the routine writing tasks of the institute. After ten sessions of the treatment, both groups went through a posttest. Mean score of two groups were compared. The results of the study showed changes and improvements in students’ pieces of writing.

Creativity in EFL Learners’ Writing Through the Use of Poetry and Visualization