Accessing the creative self: Encouraging innovative l2 expression within a japanese business university self-access center

Abstract

Examining how creativity functions in regards to Japanese students' English acquisition is a growing field of research. This descriptive practice article outlines the integration of a pioneering framework for creative expression within the Self-Access Center (SAC) of a private Japanese business university. The author provides an argument for the practical application of scaffolded, theory-based learning activities that promote creative development, increase learner engagement, and develop higher-order thinking skills. Example creative writing, reading, speaking, and listening activities are discussed.