The Mediating Role of Creative and Language Awareness Input in Enhancing Syntactical Elements Comprehension

Abstract

Effective learning of English as a foreign language (EFL) requires special skills and a creative mind; students must manipulate the information they receive in class and transform it into innovative and effective communication through their personal lens. Language awareness plays a critical role in this process, emphasising not only the understanding of language structures but also the conscious application of these structures in various contexts. Creative teaching, on the other hand, helps students be active participants in the learning process rather than passively learn rules and concepts. One hundred four C1-level EFL students, all candidates in English philology, were studied for their use of creative and language awareness input-based learning over their first-semester writing course, which focused on syntactic structures in composition. The study employed a quasi-experimental design, using pre- and post-tests to quantitatively assess the impact of traditional instruction versus a more creative, language-aware approach on syntactic comprehension. The findings suggest that a course structure based on these principles not only aids comprehension of syntactic structures but could also improve bilingual self-expression within a foreign linguistic output.