Exploring Attitudes of Teachers of Academic Writing Toward Incorporating Creative Writing in Algerian ELT Curriculum

Abstract

Abstract: The present study investigated the teachers’ attitudes toward the impact of integrating creative writing activities to improve academic writing among EFL classes of Biskra University (East of Algeria). The traditional approaches to teaching academic writing are mainly accentuated because they converge on the structural elements of written production, yet they neglect creativity and individual expression. By incorporating creative writing exercises into the EFL curriculum, teachers can boost a more dynamic and engaging learning environment while developing academic writing skills. EFL students should then be allowed to express themselves to manage their emotions effectively. At Algerian University, undergraduate students must study academic writing even though they are in Literature classes. In other words, creative writing has no explicit thumbprint in Algerian higher institutions. This study sought to disclose the status of the creative writing genre in the writing classes at Algerian University. Thus, data obtained from the e-questionnaire exposed the teachers’ awareness of the necessity of engaging students in creative writing activities to develop demanding academic writing skills. They further asserted its use as an extra activity during the academic writing class. We highly recommend integrating this writing genre as a separate course in the ELT curriculum for Algerian higher education. Keywords: creative writing, academic writing, ELT curriculum, teachers’ attitudes, Biskra EFL classes