Vietnamese Students’ Creative Writing by Creating Images

Abstract

Creativity is increasingly valued in higher education for its role in enhancing learner engagement and cognitive development. This study explores image-based creative writing as a pedagogical method to foster students’ creativity in a Vietnamese university context. Using a four-step action research framework (plan, act, observe, reflect), the study was conducted with 182 students enrolled in a supplementary skills course. After guided instruction, over 55% of participants successfully produced visual-textual compositions, encompassing 23 distinct image types such as hearts, clocks, arrows, houses, and symbolic forms like the sun and earth. A post-activity survey revealed strong student support for the approach, with many highlighting its emotional resonance, novelty, and potential for self-expression. These findings suggest that integrating visual-symbolic composition into writing instruction not only promotes creative thinking but also provides students with multimodal tools to articulate personal meaning. The study contributes to broader discussions on multimodal literacy and affective pedagogy in non-Western educational settings, offering practical implications for curriculum innovation in contexts where creativity is often constrained by standardized formats.