Abstract Developing creative writing skills is a persistent pedagogical challenge for English as a Foreign Language (EFL) learners. This study addresses this challenge by evaluating an iterative e-learning model designed to foster these skills through a synergistic combination of process-oriented collaborative drafting and product-focused reflective e-portfolios. Employing a convergent parallel mixed-methods design, 60 first-year EFL undergraduates were assigned to an experimental group (n = 30) engaging with the 12-week model or a control group (n = 30) receiving traditional instruction. Quantitative data from pre- and post-tests assessed six creative writing dimensions, while qualitative data were gathered from semi-structured interviews and student e-portfolio reflections. Quantitative analyses revealed the experimental group significantly outperformed the control group on all post-test measures (p < .001), with very large effect sizes (η² = .71-.89). Qualitative findings provided deep insights that corroborated and explained these improvements, with students highlighting the value of the iterative process, the utility of collaborative feedback, and the motivational and metacognitive benefits of reflection. The integration of findings demonstrates that this holistic, iterative e-learning model provides a powerful and effective framework for fostering multiple facets of creative writing in EFL contexts.
Mekheimer et al. (Mon,) studied this question.