Unlocking Language Potential: Empowering Esl Learners Through Poetry-Based Activities

Unlocking Language Potential: Empowering ESL Learners Through Poetry-Based Activities

Sharina Saad¹, Nor Asni Syahriza  Abu Hassan², Hartini Abdul Rahman³, Mazura Mat Din⁴

^1,2,3Academy of Language Studies Universiti Teknologi MARA, Cawangan Kedah, Kampus Sungai Petani, 08400, Kedah, Malaysia.

⁴Sekolah Menengah Che Tom, 08000 Sungai Petan, Kedah

⁴College of Compuitng, Informatics & Mathematics

Universiti Teknologi MARA, Cawangan Kedah, Kampus Sungai Petani, 08400, Kedah, Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2024.8090318

Received: 13 September 2024; Accepted: 20 September 2024; Published: 14 October 2024

ABSTRACT

This study investigates the role of poetry-based activities in empowering English as a Second Language (ESL) learners, focusing on their motivation, autonomy, linguistic competence, and creative expression. The problem addressed is the insufficient engagement and effectiveness of traditional language instruction, which often fails to foster deeper linguistic and creative skills. The study aims to examine how integrating poetry into ESL education can promote learner-centered learning and improve language proficiency. A quantitative research design was employed, utilizing a questionnaire to gather data from 70 secondary school ESL learners in Malaysia. The questionnaire measured the impact of poetry-based activities on motivation, engagement, language competence, and learner autonomy. Findings from the study indicate that poetry-based activities significantly enhanced learners’ motivation, with participants showing increased confidence in language use, creative expression, and public speaking. The data also revealed that students were more autonomous and engaged in self-directed learning, confirming the empowering potential of creative language activities. These results align with the literature, which emphasizes the benefits of using poetry as a tool to nurture creativity, critical thinking, and language skills. The study implies that incorporating creative, poetry-based methods into ESL education can address some of the challenges in traditional language teaching. The findings suggest practical applications for educators and policymakers in promoting a more engaging, student-centered learning environment. Future research should explore the long-term effects of poetry-based activities on ESL learners and their potential to be expanded to other educational contexts.

Keywords: Poetry-based activities, ESL learners, learner autonomy, language proficiency, creative expression.

INTRODUCTION

In today’s increasingly interconnected world, English language proficiency is crucial for global communication, access to information, and success in academic and professional arenas. For as a Second Language (ESL) learners, mastering English unlocks many personal and professional opportunities. However, traditional language instruction often struggles to engage learners and promote great linguistic and creative skills fully. To address the challenges of language acquisition, educators around the world are increasingly exploring alternative and innovative approaches to ESL instruction, with a particular focus on promoting learner motivation and engagement (Richards & Rodgers, 2020). One promising, yet underutilized, method is the use of poetry as a tool for language development. Poetry-based activities not only enhance linguistic proficiency but also nurture creativity, self-expression, and critical thinking, making it an invaluable asset in global language education (Hanauer, 2015).

In Malaysia, the government and educational institutions have made significant efforts to improve English proficiency among students. English, as a recognized second language, plays a crucial role in providing access to higher education and global opportunities. However, despite these efforts, challenges such as insufficient engagement in traditional language instruction persist (Lim, 2021). Research increasingly highlights the need for innovative methods to enhance English proficiency, particularly among ESL learners from rural or under-resourced areas (Zainal, 2020). Poetry-based activities offer a creative and interactive alternative to conventional language teaching, aligning with Malaysia’s National Education Blueprint (2013-2025), which emphasizes student-centered and creative approaches to learning. By incorporating poetry into language instruction, educators can foster greater engagement with English enabling learners to explore creative expression while developing essential language skills such as vocabulary, syntax, and phonetics (Hanauer, 2015). Recent initiatives like the Poetricks program have demonstrated positive results in improving comprehension and participation among secondary school ESL learners (Ali et al., 2021). These innovations show the potential of creative, poetry-based activities to empower ESL learners and contribute to national goals for improving English proficiency.

Several studies have highlighted the effectiveness of integrating poetry into ESL instruction. Hanauer (2012) demonstrated that poetry writing fosters a personal connection to the learning process, while Maley and Duff (2017) emphasized its role in encouraging creativity and self-expression, often overlooked in traditional ESL classrooms. In Malaysia, Zainal (2020) found that poetry-based activities improved vocabulary retention among rural learners, while Ali et al. (2021) noted increased student motivation through the Poetricks program. These findings reflect a global shift toward more learner-centered, interactive pedagogies in ESL education (Reinders & White, 2016). Such approaches are crucial for building learner confidence and autonomy, particularly in contexts where students may feel disengaged from conventional teaching methods (Benson, 2021).

In Malaysia, several local studies have further emphasized the benefits of using creative approaches, such as poetry, to address the specific challenges faced by ESL learners. Zainal (2020) reported that poetry-based activities helped rural ESL learners improve their vocabulary retention and overall language comprehension, as the creative nature of poetry allowed them to engage more effectively with the material. Additionally, Ali et al. (2021) found that the Poetricks program, which incorporated poetry recitation and creative writing into Malaysian secondary school ESL curricula, led to increased student participation and motivation. Sharina Saad et al. (2023), in their study From Thinking Out Loud to Poetry Out Loud, echoed these findings, highlighting the positive impact of poetry on improving students’ speaking and listening skills through creative expression. These studies align with the broader global trend toward more learner-centered, interactive pedagogies in language education (Reinders & White, 2016).

The body of research supporting the integration of poetry into ESL instruction highlights its transformative potential in fostering greater autonomy, engagement, and linguistic competence. In Malaysia, poetry-based approaches can help bridge the gap between students’ current proficiency levels and the national goals outlined in the Malaysian Education Blueprint (2013-2025) (Lim, 2021). With its focus on rhythm, structure, and linguistic play, poetry offers a unique method for language learning. It allows learners to engage with the nuances of vocabulary, phonology, and syntax while building emotional and cognitive connections to the material. Research demonstrates that poetry can be especially effective in ESL settings, encouraging learners to experiment with language creatively and expressively (Hanauer, 2012).

Moreover, incorporating poetry into ESL instruction aligns with modern pedagogical approaches that emphasize learner-centered, communicative, and holistic teaching (Ellis, 2018). Poetry-based activities encourage active participation, reflection, and personal expression, promoting learner autonomy as students interpret and respond to texts in meaningful ways (Benson, 2021). By using poetry as a creative language tool, learners form a deeper connection with the material, moving beyond traditional grammar and vocabulary exercises (Hanauer, 2015).

Research Gap, Objectives, and Questions

Despite the growing body of research on creative activities like poetry in ESL education, there remains a gap in understanding how poetry specifically nurtures autonomous learning traits. While much of the literature focuses on language acquisition and motivation, few studies have explored how these activities foster learner independence, self-reflection, and ownership of the learning process—key traits of autonomous learners (Benson, 2021). Studies such as From Thinking Out Loud to Poetry Out Loud (Sharina Saad et al., 2023) have demonstrated poetry’s benefits in improving language skills like speaking and listening, but there is a need for more comprehensive research on how poetry-based activities contribute to overall learner autonomy and long-term language development.

In response to this gap, this study seeks to achieve the following objectives:

1. To examine the impact of poetry-based activities on ESL learners’ motivation and engagement.
2. To explore how these activities foster autonomous learner characteristics, such as self-directed learning and confidence in using English.
3. To investigate the role of creative expression in improving learners’ overall language proficiency and communicative competence.
4. To assess how poetry-based activities contribute to learners’ personal connection with the English language and its broader cultural context.
5. Research Questions:
6. How do poetry-based activities impact ESL learners’ motivation and engagement in language learning?
7. What specific autonomous learner characteristics are developed through the use of poetry-based activities in ESL contexts?
8. How do poetry-based activities influence ESL learners’ overall language proficiency and communicative competence?
9. In what ways do poetry-based activities foster a personal and cultural connection between ESL learners and the English language?

LITERATURE REVIEW

Poetry-Based Activities and Empowering ESL Learners

Empowering ESL learners involves equipping them with the skills, confidence, and autonomy to take ownership of their language learning process. Poetry-based activities align with this goal by promoting creativity, self-expression, and critical thinking—skills that are essential for autonomous learning. Poetry provides ESL learners with a medium to engage with language beyond the constraints of traditional grammar drills, allowing them to explore linguistic structures, emotional content, and personal meaning (Hanauer, 2015). This engagement fosters deeper cognitive and emotional connections to the learning material, empowering learners to use English in meaningful and personal ways.

The synergy between poetry and empowering ESL learners lies in the inherent nature of poetry as a flexible and expressive tool for language exploration. Poetry-based activities encourage learners to experiment with new vocabulary, syntax, and phonetics while reflecting on their personal experiences and emotions. This process not only improves language proficiency but also enhances learners’ ability to think critically and creatively about language (Maley & Duff, 2017). By providing a platform for self-expression, poetry helps learners build confidence in their language abilities, promoting a sense of ownership and autonomy over their learning process (Hanauer, 2012).

Moreover, poetry-based activities support the development of communicative competence by encouraging learners to engage with the subtleties of language, such as metaphor, rhythm, and tone. These activities help learners navigate the complexities of meaning-making in both spoken and written forms of English (Richards, 2020). As learners gain confidence in their ability to express themselves creatively and meaningfully, they become more motivated and engaged, which is a crucial component of empowerment (Benson, 2021). In this way, the synergy between poetry and learner empowerment becomes a powerful driver for developing both linguistic competence and learner autonomy in ESL contexts.

THEORETICAL MODELS AND FRAMEWORKS

Theories and Models Relevant to Empowering ESL Learners Through Poetry-Based Activities

Several theories and models of language learning and pedagogy underscore the importance of creativity, autonomy, and communicative competence—elements central to poetry-based activities. One such model is Vygotsky’s Sociocultural Theory, which emphasizes the role of social interaction and cultural tools in language learning (Vygotsky, 1978). Poetry, as a cultural artefact, allows learners to engage with language in ways that are both socially and personally meaningful, providing a rich context for language development. By encouraging learners to explore their cultural identities and social experiences through poetry, educators can create a supportive environment for developing both language skills and self-awareness (Hanauer, 2012).

Autonomy

Autonomy in language learning refers to the learner’s ability to take control of their own learning process, which includes setting personal goals, selecting appropriate strategies, and assessing their own progress (Benson, 2021). It involves developing self-directed learning behaviors, where learners are motivated and responsible for making decisions about their language acquisition (Little, 2020). Autonomy is crucial in fostering independent, lifelong learning and is often linked to increased motivation and higher proficiency in language learning (Benson, 2021).

The Learner Autonomy Theory (Benson, 2021) is particularly relevant to this discussion. According to Benson, autonomous learning enables learners to take charge of key aspects of their learning, such as goal-setting, strategy choice, and self-assessment. Poetry-based activities align well with this theory as they allow learners to make independent decisions about how to interpret and express ideas in English. By nurturing autonomy, poetry encourages learners to become more self-directed and motivated which are two essential qualities for achieving long-term language proficiency and empowerment.

Communicative Competence

Communicative competence refers to the ability to use language effectively and appropriately in real-world communication settings. It encompasses more than just grammatical accuracy, extending to an understanding of social conventions, pragmatic usage, discourse strategies, and the ability to adjust language use based on context (Canale & Swain, 1980; Richards, 2020). This concept includes four key components: grammatical competence (knowledge of syntax, morphology, and vocabulary), sociolinguistic competence (awareness of social norms and cultural expectations), discourse competence (ability to organize language in a coherent and cohesive manner), and strategic competence (skills for overcoming communication challenges). Mastery of these components is essential for effective communication in diverse social contexts (Richards, 2020).

Cultural Tools

Cultural tools, as explained within Vygotsky’s Sociocultural Theory, refer to the symbolic systems, artifacts, and social interactions that humans use to understand and interact with the world, ultimately aiding the development of higher cognitive functions (Vygotsky, 1978). Language is one of the most significant cultural tools, and poetry, as a form of creative language use, functions as a cultural artifact that allows learners to engage not only with linguistic structures but also with their cultural identities. These tools are essential for shaping cognitive processes and facilitating learning through meaningful social interactions (Swain et al., 2021).

Task-Based Language Teaching (TBLT)

Task-Based Language Teaching (TBLT), as described by Ellis (2018), provides a framework for understanding how poetry-based activities function as effective learning tasks. TBLT focuses on using real-world tasks to facilitate meaningful communication and language use. Poetry, with its focus on communication, reflection, and creativity, can be seen as a task that enables learners to practice and improve their language skills in an authentic and engaging context. By completing poetry-related tasks, learners not only develop their linguistic competence but also engage in critical thinking and creative problem-solving, which are vital for language learning (Ellis, 2018).

Hence, Communicative Language Teaching (CLT), which emphasizes the functional use of language for communication, highlights the importance of engaging learners in authentic language use (Richards, 2020). Poetry-based activities are inherently communicative, as they involve expressing personal experiences, emotions, and ideas through language. By integrating poetry into ESL curricula, educators can create opportunities for learners to practice real-life communication in creative and meaningful ways, which aligns with the core principles of CLT (Maley & Duff, 2017).

Several theories and models emphasize the importance of creativity, autonomy, and communicative competence which are key components in empowering ESL learners through poetry-based activities. Table 1 shows the summary of the theories relevant to empowering ESL through poetry-based activities.

Tabe 1: Theories and Models Relevant to Empowering ESL Learners Through Poetry-Based Activities

Poetry-based activities in ESL classrooms can be effectively aligned with various theoretical frameworks to enhance language learning. According to Sociocultural Theory, language learning is a social process influenced by cultural tools. In this context, group poetry workshops serve as a valuable activity where learners collaborate to create poems that reflect their cultural backgrounds. This not only enhances their language skills but also fosters a deeper understanding of their peers’ cultural perspectives. Aligning with Learner Autonomy Theory, independent poetry writing projects encourage students to take control of their learning process by selecting their own themes, setting personal goals, and evaluating their progress. This empowers learners to develop self-direction and confidence in using the language creatively.

When applying Task-Based Language Teaching (TBLT), real-world tasks such as poetry slams or spoken word events provide learners with opportunities to use language meaningfully in public speaking. These activities simulate real-life situations, encouraging students to think critically and express themselves fluently. Finally, under the framework of Communicative Language Teaching (CLT), poetry activities where learners write and share poems about their daily lives help them focus on functional language use. This approach emphasizes real-world communication, allowing students to practice using language in a way that mirrors authentic interactions, enhancing both their grammatical competence and communicative fluency. Table 2 summarizes the theories and activities with poetry.

Table 2: Summary of Theories and Activities

This table encapsulates the main theories and aligns them with specific poetry-based activities in ESL learning contexts.

Limitations of Theoretical Frameworks

While these theories provide a robust foundation for understanding the empowering role of poetry-based activities in ESL education, they also come with limitations:

• Sociocultural Theory tends to overlook individual learner differences, such as varying levels of creativity or personal interest in poetry.
• Learner Autonomy may be challenging to foster in learners with limited prior experience in self-directed learning, requiring additional scaffolding from educators.
• Task-Based Language Teaching could struggle with subjectivity in evaluating creative outputs like poetry, as learners’ interpretations vary widely.
• Communicative Competence in poetry-based activities may not fully address grammatical accuracy, as creative expression can sometimes prioritize meaning over form.

The existing studies related to empowering ESL learners through poetry-based activities from recent research (2018-2023).

Table 2 shows the previous studies.

Table 2: Previous Studies

Over the past five years, various studies have explored the impact of poetry-based activities on ESL learners’ language development, highlighting the empowering potential of creative language use. For instance, Ali et al. (2021) examined the use of indigenous folktales and poetry in Malaysian secondary school ESL classes. They found that these activities not only improved student participation and motivation but also enhanced vocabulary retention. The study emphasized the importance of creativity in engaging learners with the material. Similarly, Hanauer (2020) explored how poetry can foster greater language awareness and emotional expression in ESL learners. Through a qualitative case study, Hanauer demonstrated that poetry-writing workshops encouraged learners to experiment with language and develop metaphorical thinking, ultimately boosting their confidence in using English.

In another Malaysian context, Sharina Saad et al. (2023) investigated the role of poetry in improving speaking and listening skills. Their study revealed that students became more engaged through creative writing and recitation activities, leading to significant improvements in oral language proficiency. These findings align with Zainal’s (2020) study, which focused on rural ESL learners. Zainal’s research indicated that poetry-based activities helped improve comprehension and vocabulary, particularly by allowing students to emotionally connect with the content, thereby enhancing the overall learning experience. Finally, Hanauer (2019) underscored the value of second language poetry writing, showing that it provided learners with opportunities for personal expression, which facilitated meaningful literacy and deeper engagement with the language.

Collectively, these studies illustrate the potential of poetry-based activities to empower ESL learners by fostering creativity, engagement, and autonomy. By encouraging learners to explore language in expressive and personal ways, poetry helps them develop not only linguistic competence but also confidence in their ability to use English effectively in a variety of contexts. A conceptual framework in relation to the empowering ESL learners through Poetry-Based Activities is presented to show the relationship of the key variables.

Conceptual Framework: Empowering ESL Learners through Poetry-Based Activities

Fig. 1: Conceptual framework: Empowering ESL Learners through Poetry-Based Activities

The conceptual framework for Empowering ESL Learners Through Poetry-Based Activities is grounded in several key theories that support the development of autonomy, motivation, linguistic competence, and creative expression in language learning. Central to this framework are poetry-based activities, such as writing, recitation, and interpretation, which provide learners with a more personal and meaningful engagement with language compared to traditional methods. Drawing on Vygotsky’s Sociocultural Theory (1978), poetry-based activities serve as cultural tools, enabling learners to interact with language in socially and personally significant ways, fostering both linguistic and cognitive development (Hanauer, 2015). Through these activities, learners take charge of their own learning, setting personal goals, making independent decisions, and reflecting on their progress, which aligns with Learner Autonomy Theory (Benson, 2021). This autonomy is essential for empowering learners, as it promotes self-directed learning and long-term language acquisition.

Additionally, poetry-based activities enhance motivation by making language learning enjoyable and emotionally engaging, a concept supported by Task-Based Language Teaching (TBLT), which emphasizes real-world tasks that facilitate meaningful communication (Ellis, 2018). By connecting language learning to personal experiences and emotions, poetry sustains learner interest and motivates them to explore and practice the language further. Furthermore, these activities contribute to linguistic competence by helping learners internalize grammatical structures, vocabulary, and phonological patterns, particularly through the repetitive and rhythmic nature of poetry. This reflects the principles of Communicative Language Teaching (CLT), which focuses on functional language use in authentic contexts (Richards, 2020).

Hence, creative expression is central to this framework, as poetry allows learners to convey their thoughts, emotions, and cultural identities in flexible and innovative ways. Creative Pedagogy Theory emphasizes that creativity enhances engagement, motivation, and problem-solving skills, making learning more personal and fulfilling (Maley & Duff, 2017). The combination of these elements leads to the development of empowered ESL learners who possess the autonomy, motivation, linguistic competence, and creative skills to use English effectively across various contexts. This holistic approach to language learning ensures that learners are not only proficient but also confident and capable of using language in meaningful and authentic ways.

METHODOLOGY

Research Design

Research Design, Population, Sample Size, and Sampling Technique

This study adopts a quantitative research design to examine the impact of poetry-based activities on empowering ESL learners by enhancing their autonomy, motivation, linguistic competence, and creative expression. The quantitative approach allows for the systematic collection of numerical data and the application of statistical methods to identify trends and relationships between the variables (Creswell & Creswell, 2018).

A stratified random sampling technique was used to ensure proportional representation across different demographics, including rural and urban backgrounds and varying socio-economic statuses (Zainal, 2020). This sampling technique ensures that the sample accurately reflects the diversity of the broader ESL learner population.

Variables and Measurement

Table 3 shows the variables in the study. The study focuses on the following variables:

Table 3: Variables and Measurement

Each variable was operationalized using Likert scale items designed to quantify learners’ experiences with poetry-based activities and their corresponding effects on language development.

Reliability and Validity of Questionnaire Constructs

The reliability and validity of the questionnaire constructs were ensured through pilot testing and statistical validation. A pilot study involving 20 ESL learners, separate from the study sample, was conducted to refine the questionnaire items. Feedback from the pilot study was used to make necessary revisions before full-scale data collection. For reliability, Cronbach’s alpha was calculated for each scale (autonomy, motivation, linguistic competence, and creative expression). A Cronbach’s alpha value of 0.7 or higher was considered acceptable, indicating good internal consistency across the items (Taber, 2018).

To ensure validity, the questionnaire underwent content validity checks by a panel of language education experts. Additionally, construct validity was assessed using factor analysis to confirm that the questionnaire items accurately measured the intended theoretical constructs (Field, 2018).

Population and Sampling

The population for this study consists of secondary school ESL learners in Malaysia, from sub- urban areas, with a focus on learners at an intermediate proficiency level. The sample size for this study includes 70 respondents, which were obtained from the target population. Although the original goal was to collect 100 responses, the sample of 70 respondents remains sufficient for statistical analysis and generalization within the context of this research (Bryman, 2016).

Data Collection

Data were gathered using a self-administered questionnaire that focused on the effects of poetry-based activities on learners’ autonomy, motivation, linguistic competence, and creative expression. The questionnaire was structured with a 5-point Likert scale, where respondents indicated their level of agreement with various statements, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). The items were adapted from previously established scales to ensure that the constructs measured were both reliable and valid. The questionnaires were distributed during class time, and respondents completed them anonymously, allowing for more candid and unbiased responses. The data collection phase spanned four weeks, resulting in the collection of 70 completed questionnaires, which were then used for analysis

Data Analysis

The data obtained from the 70 questionnaires were analysed using descriptive statistics. Descriptive statistics such as mean, standard deviation, and frequency distributions were calculated to provide an overview of the respondents’ levels of autonomy, motivation, linguistic competence, and creative expression. To explore relationships between the variables, multiple regression analysis was employed. This statistical method was used to assess how poetry-based activities predict changes in the dependent variables (autonomy, motivation, linguistic competence, and creative expression).

RESULTS AND FINDINGS

Data Description

The questionnaire contains 12 elements that were grouped into a few corresponding variables meant for this research such as autonomy, motivation, linguistic competence, and creative expressions. Example of questions that align with its elements is outline below:

1. Linguistic competence

• I enjoyed writing poems based on the given prompts. –

2. Motivation

• I felt confident while reciting my poem in front of the class.
• The poetry recitation activity helped improve my public speaking skills.
• I received useful feedback from my peers and instructor after my recitation.
• I felt motivated to write and recite more poems in the future.

3. Autonomy

• Overall, I found the poetry-out-loud activity to be a valuable learning experience.
• I felt that I had the freedom to choose how to approach the poem-writing prompts.
• Participating in this activity helped me develop my ability to self-reflect on my learning.

Sampling of 70 datasets that represent 70 respondent is captured, pre-processed and trained in this research resulting an average mean, standard deviation and correlation as shown in Table 1. The average value of 4.51, 0.709 and 0.614 is obtained for mean, standard deviation and correlation respectively for all the data. Focusing on the standard deviation and correlation obtained, is show a moderate dispersion of data as well as medium correlation among the variables under studies. A multiple regression was also conducted, and the findings based on the samples for linguistics competence and motivation shows that it has a moderate relationship among the dependent variables with the value of 0.5 and 0.6 consecutively. Details finding for both elements are summarized in Table 2 and Table 3. Our inference on these results might be due to the ambiguity of the questions as well as the low number of samples obtained. Alternatively the results can be improved by collecting more samples and to lessen the ambiguity possess by formulating a more objective questions.

Table 1: Summary Output for Descriptive Analysis

Table 2: Summary of Regression Output for Linguistic Competence

Table 3: Summary of Regression Output for Motivation

DISCUSSION

The findings of this study provide valuable insights into the positive impact of poetry-based activities on empowering ESL learners by enhancing their autonomy, motivation, linguistic competence, and creative expression.. These results align with established theories and research in the field of language learning, particularly regarding the role of creative activities like poetry in fostering engagement and facilitating language acquisition.

Linguistic Competence

The positive impact of poetry-based activities on learners’ linguistic competence is evident from the multiple regression results. With a R-squared value of 0.362 for linguistic competence, the findings indicate that poetry-based activities can explain a significant portion of the variance in learners’ language development. This supports the view that poetry, as a tool for language learning, enables learners to experiment with vocabulary, syntax, and phonological patterns, as noted by Maley and Duff (2017). The activity of writing poems based on prompts, as reflected in learners’ responses, not only engaged them in vocabulary acquisition but also allowed them to apply grammatical structures creatively.

 This finding is also consistent with the Task-Based Language Teaching (TBLT) framework, as proposed by Ellis (2018), which emphasizes real-world tasks in promoting meaningful language use. Poetry writing and recitation, framed as creative tasks, provide opportunities for learners to engage with language authentically, applying linguistic elements in a non-threatening, personal context. In doing so, learners reinforce both comprehension and production skills, contributing to overall language proficiency. As the literature suggests, creative language tasks like poetry strengthen not only vocabulary retention but also learners’ ability to express complex ideas, a critical aspect of developing linguistic competence.

In addition, the results from the study confirm the positive impact of poetry-based activities on learners’ engagement and language acquisition. As Hanauer (2015) emphasized, poetry allows learners to connect emotionally and cognitively with the material, fostering deeper language comprehension. The learners in this study showed significant improvement in linguistic competence and motivation, consistent with Zainal (2020), who found that poetry-based activities helped rural ESL learners improve their vocabulary retention and overall comprehension.

The study also supports Benson’s (2021) theory of learner autonomy, as learners demonstrated greater independence in their language learning through self-reflective and self-directed activities. Poetry-based tasks require learners to interpret and express ideas creatively, aligning with the Task-Based Language Teaching (TBLT) framework proposed by Ellis (2018). This theory emphasizes the value of real-world tasks that facilitate meaningful communication, which was clearly evidenced in this study.

Motivation and Engagement

The study found a moderate correlation (R = 0.582) between poetry-based activities and learners’ motivation. The significant improvement in motivation, as highlighted in the regression results, demonstrates how creative activities foster a positive learning environment. As Sharina Saad et al. (2023) argued, poetry-based tasks are an effective medium for increasing students’ engagement, particularly in the development of speaking and listening skills. The learners in this study reported higher confidence when reciting their poems and expressed a desire to engage in similar tasks in the future. These findings are aligned with Self-Determination Theory (Deci & Ryan, 2000), which underscores the importance of intrinsic motivation in learning. The poetry recitation tasks provided learners with a sense of competence and achievement, leading to enhanced motivation.

Moreover, the personalized nature of poetry, which allows learners to connect emotionally and cognitively with their learning material, as Hanauer (2015) highlighted, fosters deeper engagement. Poetry encourages learners to express their personal experiences and thoughts in the target language, making the learning process more relevant and enjoyable. The feedback loop established between learners and peers during recitation further reinforces motivation by providing constructive insights, which is essential in maintaining learners’ interest and confidence in using the language.

Autonomy and Creative Expression

The findings also revealed that poetry-based activities had a significant impact on learner autonomy, with students reporting a high degree of independence in their learning. The study’s descriptive statistics showed that learners felt empowered to choose how to approach the prompts and reflect on their learning through poetry writing. This aligns with Benson’s (2021) theory of learner autonomy, which posits that self-directed activities enhance learners’ capacity for independent learning. Poetry, as a creative medium, offers a flexible and student-centered approach to language learning. Allowing learners to interpret prompts freely, it fosters autonomy and creative problem-solving, which are key characteristics of autonomous learners.

The value of creative expression in language learning was also underscored by Hanauer (2012), who emphasized the emotional and cognitive benefits of engaging with language through poetry. In this study, learners’ responses indicated that they enjoyed the freedom to express their ideas creatively, which contributed to their overall language development and satisfaction with the learning process. The freedom to self-reflect and create original content not only strengthened their language skills but also enhanced their ability to think critically and independently.

Overall, the study confirms the significant and positive impact of poetry-based activities on ESL learners’ motivation, autonomy, and linguistic competence. These findings are consistent with the literature on creative language learning and emphasize the importance of integrating innovative, student-centered approaches like poetry into language curricula. As global educational trends continue to move towards learner-centered methodologies, creative tools like poetry offer valuable opportunities for fostering deep language learning, autonomy, and engagement in ESL learners.

Limitations and Future Directions

While the results of this study are promising, there are some limitations that should be acknowledged. First, the sample size of 70 respondents, while sufficient for statistical analysis, may limit the generalizability of the findings to a broader population of ESL learners. Future research should aim to include a larger and more diverse sample to validate these results. Additionally, the findings suggest some ambiguity in the questionnaire items, which may have affected the clarity of the responses. Revising the questionnaire to include more objective and specific items could lead to more robust and reliable data.

Further research could also explore the long-term impact of poetry-based activities on language learning outcomes. It would be valuable to investigate whether the gains in autonomy, motivation, and linguistic competence observed in this study are sustained over time and how poetry-based learning strategies can be adapted for different cultural contexts and age groups. Expanding the scope of research to include diverse educational settings would provide a more comprehensive understanding of the role of poetry in ESL education.

CONCLUSION

This study provides compelling evidence that poetry-based activities can significantly empower ESL learners by enhancing their motivation, autonomy, linguistic competence, and creative expression. The findings highlight the transformative potential of integrating creative tools, such as poetry, into language learning curricula. Through self-expression, learners not only improved their language skills but also developed greater confidence and independence in their learning processes.

The results align with existing literature, confirming the effectiveness of poetry in promoting learner engagement, cultural understanding, and language acquisition. Consistent with the work of Hanauer (2015), Maley and Duff (2017), and Benson (2021), this study underscores the importance of learner-centered approaches that foster both cognitive and emotional connections to the material.

Moreover, the study reaffirms the benefits of poetry-based activities in helping learners navigate the complexities of language while encouraging critical thinking and creative problem-solving. It demonstrates the importance of creative freedom in building autonomous learners, as supported by Benson’s (2021) Learner Autonomy Theory.

While this study has demonstrated the effectiveness of poetry-based activities in empowering ESL learners, future research could explore several additional areas to deepen understanding and broaden the application of these findings. Firstly, longitudinal studies could assess the long-term impact of poetry-based activities on language proficiency and learner autonomy, exploring whether the skills gained through these activities are sustained over time. This would provide valuable insights into the durability of the motivational and cognitive benefits observed in the short term.

Secondly, expanding the research to include diverse educational settings and learner demographics could offer a broader perspective. Investigating the impact of poetry-based activities on students from different age groups, cultural backgrounds, and proficiency levels would help to generalize the findings across various contexts. Additionally, examining how these activities affect learners in both urban and rural environments could provide further insights into the accessibility and adaptability of creative approaches to language learning.

Future studies might also explore the use of digital tools and multimedia to enhance poetry-based activities. Integrating technology could foster even greater engagement and allow for personalized learning experiences, particularly in an increasingly digital educational landscape. Finally, more research is needed to evaluate the role of educators in facilitating poetry-based learning. Investigating the specific training and support teachers need to implement these creative methods effectively would help in scaling up the approach for broader use. These areas of future research would not only strengthen the foundation laid by this study but also help refine poetry-based activities as a powerful tool for language acquisition and learner empowerment.

In conclusion, incorporating poetry into ESL education not only enhances linguistic proficiency but also empowers learners to take ownership of their learning. Future studies could further explore the long-term benefits of these activities and expand research to various educational contexts. This study lays a foundation for a more holistic approach to language learning, one that nurtures both linguistic skills and personal development.

ACKNOWLEDGEMENT

The authors would like to express their sincere gratitude to the Kedah State Research Committee, UiTM Kedah Branch, for the generous funding provided under the Tabung Penyelidikan Am. This support was crucial in facilitating the research and ensuring the successful publication of this article.

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