The main purpose of this MA thesis is to look into the advantages of creative writing activities in teaching English and French as foreign languages and to find out how often these activities occur in student's books and activity books for teaching English and French as foreign languages on the pre-intermediate (A2/B1) and the upper-intermediate (B2) levels. Hence, the theoretical part of the thesis initially discusses writing, a complex and time-consuming activity that usually requires pre-writing processes such as researching the topic of writing or at least thinking about it. It also discusses how foreign language learners learn how to write: firstly, they practise writing through controlled writing activities, after which they move to less guided writing activities. When they reach higher levels of language knowledge, they are able to produce free writing texts as well. The theoretical part then deals with creativity and creative writing. Creative writing is an important part of foreign language teaching because it not only helps students practise their target language in an interesting way but it also helps develop the learners' creativity and imagination. The empirical part of the thesis presents the English and French student's and activity books analyses which showed that student's and activity books on the pre-intermediate level usually contain all types of writing activities, while those on the upper-intermediate level, apart from guided writing activities, contain some free writing activities as well. Creative writing activities can be found on both levels, but their quantity and types vary according to coursebooks and levels.
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