SCAFFOLDING CREATIVITY: A CHAT ANALYSIS OF TECHNOLOGY-MEDIATED PRE-TASKS IN POETRY WRITING

Abstract

This study explores the pre-task stage of Technology-Mediated Task-Based Language Teaching (TM-TBLT) for teaching poetry in a creative writing class for higher education students, employing the lens of Cultural Historical Activity Theory (CHAT). A group of 26 fifth-semester English Education students was part of a 14-week TM-TBLT program for preparing creative poetry writing, employing QR codes, Google Forms, blackout poetry makers, Canva, and Google Classroom. The data was collected through classroom observation, video, and documents to investigate the relationships between the tool, the regulation, the community, and the division of labor in the pre-task stage design. The findings show the benefits of technology integration in the pre-task stage, such as increased access to authentic poetry, literary analysis, and multimodal engagement, for the development of poetic literacy and learners' preparation for creative writing. However, the challenges faced during the program include the lack of a clear policy for the use of artificial intelligence, the lack of collaboration in the asynchronous environment, and the lack of balanced group participation. The study contributes to the limited body of research on TM-TBLT for poetry instruction and provides recommendations for peer collaboration, digital literacy development, and the integration of artificial intelligence for authenticity, creativity, and learners' autonomy.