The article studies the pedagogical potential of a multimodal, sensory-based approach to enhancing creative writing skills in language education. It focuses on its impact on teachers’ perceptions, practices, and classroom applications. The purpose of the study is to examine how engaging all five senses (vision, sound, touch, smell, and taste) can stimulate idea generation, enrich descriptive language, and promote narrative experimentation among educators, thereby addressing common challenges such as writer’s block, lack of inspiration, and initial resistance to writing tasks. The research was conducted during a professional development workshop, “Writing with All Senses: A Multimodal Journey into Storytelling,” which combined theoretical instruction in order to provide the participants with the required information on multimodality and diverse hands-on activities involving sensory prompts and drabble writing. Data were collected through pre- and post-workshop surveys, sensory worksheets, written reflections, and oral feedback, allowing for both qualitative and quantitative analysis. The authors’ contribution lies in designing and implementing a structured multimodal writing framework adaptable to diverse classroom contexts, based on the theory of multimodality, creative writing, and experiential learning. Scientific novelty is reflected in the integrated application of multi-sensory stimuli within a teacher training format, offering empirical evidence of their effectiveness in fostering creativity, emotional engagement, and classroom transferability. Practical significance is demonstrated through participants’ reported readiness to adapt sensory-based techniques in their teaching, with identified strategies for scaffolding idea generation, reducing affective filters, and enhancing creativity. The study concludes that treating writing as an embodied, multi-sensory process enriches narrative quality, broadens pedagogical tools, and makes creative writing instruction more inclusive and accessible across varied learning environments.
Bilyk et al. (Tue,) studied this question.