The Effectiveness of SPAWN Strategy on Improving the Creative Writing Skills Among Tenth Basic-Grade Female Students
DOI:
https://doi.org/10.17507/tpls.1602.34Keywords:
SPAWN strategy, creative writing, tenth basic gradeAbstract
This study aimed to investigate the effectiveness of the SPAWN strategy in developing creative writing skills—specifically fluency, flexibility, originality, and elaboration, among tenth-grade female students in Jordanian public schools. The research sought to answer the primary question: What is the impact of using the SPAWN strategy on enhancing creative writing skills among tenth-grade students compared to traditional methods? To address this, a quasi-experimental approach was adopted, involving two groups: an experimental group (n=25) taught using the SPAWN strategy, and a control group (n=26) taught through conventional instruction. The research instrument was a creative writing test designed to measure the four target skills. After verifying the test’s validity and reliability, pre- and post-tests were administered to both groups, and data were analyzed using ANCOVA to control for pre-test differences. Findings showed statistically significant differences at the (α = 0.05) level in favor of the experimental group, with a large effect size (η² = 0.696), indicating that approximately 69.6% of the improvement in students’ creative writing performance was attributable to the SPAWN strategy. The results confirmed the strategy’s effectiveness in enhancing students’ abilities across all four creative writing dimensions. Based on these findings, it is recommended that Arabic language teachers be trained to apply the SPAWN strategy in classrooms and that it be integrated into teaching guides and national curricula. Future studies are encouraged to explore its impact on other language skills and educational contexts.
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