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This chapter explores learners’ experiences of reading a poem and then using its “poetry ideas” to write their own poems in an English as a Foreign Language (EFL) classroom. Applying Csikszentmihalyi’s (1988; 1999) dynamic model of creativity to the ELT environment suggests that creativity emerges from the interaction of three elements: the field (the learning environment), the domain (language expression as a model), and the individual (the learner). Specifically, this chapter qualitatively analyzes learners’ reflections on their experiences of reading and writing poetry in English in order to understand what these experiences meant to them. Based on the findings, the possibility of fostering the emergence of creativity in ELT, particularly in writing classrooms, will be discussed.

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In Pursuit of Creativity: Writing Poetry in the EFL Classroom

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  • 发表日期：

    2026年

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  • Kiyo Sakamoto

摘要

This chapter explores learners’ experiences of reading a poem and then using its “poetry ideas” to write their own poems in an English as a Foreign Language (EFL) classroom. Applying Csikszentmihalyi’s (1988; 1999) dynamic model of creativity to the ELT environment suggests that creativity emerges from the interaction of three elements: the field (the learning environment), the domain (language expression as a model), and the individual (the learner). Specifically, this chapter qualitatively analyzes learners’ reflections on their experiences of reading and writing poetry in English in order to understand what these experiences meant to them. Based on the findings, the possibility of fostering the emergence of creativity in ELT, particularly in writing classrooms, will be discussed.