The Power of Haiku in Literature Classes: Enhancing Creative Writing Skills to Undergraduate Students at the Faculty of Education / Janzour

Authors

Keywords:

Haiku, Creative Writing, Literature

Abstract

This paper explores how haiku can enhance the creative writing skills of undergraduate students in the English Language department at the Faculty of Education, Janzour, University of Tripoli. Haiku, a Japanese form of poetry, consists of three lines and 17 syllables. Its themes often revolve around nature and emotions. The researcher employed a mixed-methods approach, involving quantitative techniques in pre- and post-tests to assess students’ writing abilities before and after participating in haiku tasks. And a qualitative technique via focus group discussions to capture students' perceptions. Findings indicate a significant improvement in students’ creative writing skills, as evidenced by their ability to generate vivid imagery and emotions within a limited word count

References

Addiss, S. (2012). The art of haiku. Shambhala.

Carrera, F. (2016). The use of haiku to stimulate creative processes in the English language classroom.

Gross, M. U. M. (2000). The constraints of creativity. Creativity Research Journal, 12(1), 11–20.

Hakutani, Y. (2009). Haiku and modernist poetics. Palgrave Macmillan.

Higginson, W. J., & Harter, P. (1985). The haiku handbook: How to write, share, and teach. McGraw-Hill.

Kaufman, J. C., & Sternberg, R. J. (2010). The Cambridge handbook of creativity. Cambridge University Press.

Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174.

Lida, A. (2010). Developing voice by composing haiku: A social-expressivist approach for teaching haiku writing in an EFL context. English Teaching Forum, 1, 28–34.

Lida, A. (2011). Revisiting haiku: The contribution of composing haiku to L2 academic literacy development.

Lida, A. (2017). Expressing voice in a foreign language: Multi-writing haiku pedagogy in the EFL context. TEFLIN Journal, 28(2), 276.

Lida, A., & Chamcharatsri, B. (2020). Emotions in second language poetry writing: A poetic inquiry into Japanese EFL students’ language learning experiences. Innovation in Language Learning and Teaching, 16(1), 53–66.

Oatley, K. (2011). The cognitive science of fiction. Wiley Interdisciplinary Reviews: Cognitive Science, 2(3), 232–239. https://doi.org/10.1002/wcs.1056

Santillán, J., Arévalo-Chuquín, M., Heras-Urgilés, E., Hidalgo, C., Orellana-Mora, X., & Piedra-Carrión, V. (2023). The influence of haiku composition tasks on the development of academic writing skills: A qualitative analysis. International Journal of Learning, Teaching and Educational Research, 22, 550–570.

Simonton, D. K. (2012). Taking the U-turn from creativity to structure: A commentary on the rhetoric of originality in the arts. Creativity Research Journal, 24(4), 309–311.

Stahlberg, S. (2021). Tehlikedeki diller dergisi (TDD) • Journal of Endangered Languages (JofEL), 11(19), July 2021.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Whittingham, J. (2003). Haiku: Teaching the art of brevity in writing. Childhood Education, 80, 25–28.

Yasuda, K. (1957). The Japanese haiku. Tuttle Publishing.

Downloads

Published

2025-05-25

How to Cite

Dalla, F. (2025). The Power of Haiku in Literature Classes: Enhancing Creative Writing Skills to Undergraduate Students at the Faculty of Education / Janzour. Faculty of Languages Journal-Tripoli-Libya, 1(31). Retrieved from https://uot.edu.ly/journals/index.php/flj/article/view/1886
#