CULTIVATING AUTONOMY AND COMMUNICATIVE COMPETENCE: EXPLORING LEARNER-CENTERED CREATIVE ACTIVITIES IN EFL CLASSROOMS

This research article investigates the effectiveness of learner-centered creative activities in fostering autonomy and communicative competence among English as a Foreign Language (EFL) students. The study explores the implementation of strategies such as collaborative drama, digital storytelling, improvisation, flipped classroom models integrating creative content creation, and peer-led creative workshops. A quasi-experimental design is employed, comparing student outcomes in experimental groups using these activities with control groups following traditional instruction. Quantitative data includes pre- and post-tests of communicative competence, measures of learner autonomy, and self-reported motivation. Qualitative data is gathered through classroom observations, student journals, and teacher interviews to provide a nuanced understanding of the learning processes. Findings contribute to EFL pedagogy by demonstrating the potential of creative, learner-centered approaches to promote both linguistic skills and self-directed learning.