Fostering creative writing in EFL learners: a mixed-methods study of an iterative e-learning model

Abstract Developing creative writing skills remains a persistent pedagogical challenge for English as a Foreign Language (EFL) learners, particularly where learners must balance originality and voice with linguistic accuracy under instructional constraints. This study evaluated an iterative e-learning model intended to foster creative writing by integrating process-oriented collaborative drafting with product-focused reflective e-portfolios. Using a convergent parallel mixed-methods design, 60 first-year EFL undergraduates completed a 12-week intervention in either an experimental group (n = 30) or a traditional-instruction control group (n = 30). Quantitative pre- and post-tests assessed five creative-writing dimensions (originality, accuracy, self-expression, fluency, flexibility) and a composite Total Creative Writing score, while qualitative data were drawn from semi-structured interviews and students’ e-portfolio reflections. At post-test, the experimental group obtained higher Total Creative Writing scores (M = 83.60, SD = 6.80) than the control group (M = 46.30, SD = 10.13). Between-group analyses indicated statistically significant post-test differences across all measures (p < .001), with large effect sizes (η 2 = .71–.89). Qualitative findings corroborated and explained these outcomes: students highlighted the contribution of iterative revision cycles, the value of contextualized collaborative feedback, and the motivational and metacognitive benefits of reflective portfolio work. Taken together, the mixed-methods evidence suggests that—within this institutional setting—an integrated model combining collaborative drafting and reflective e-portfolios is a promising approach for supporting EFL creative writing development; however, because intact classes were used in a quasi-experimental design, the results should be interpreted as context-bounded evidence of effectiveness and plausible mechanisms rather than definitive causal proof.