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Neeraj Tripathi
Independent Researcher
Uttar Pradesh, India
Abstract
This manuscript examines creative writing instruction within multilingual digital environments, focusing on how digital platforms can facilitate and enhance the creative writing skills of learners who use multiple languages. An online survey of 100 participants—comprising secondary and tertiary‑level learners—was conducted to explore perceptions of digital creative writing tools, the challenges faced, and the pedagogical strategies that prove most effective. Drawing upon constructivist and sociocultural theories, the literature review synthesizes research on multilingual creativity, digital literacies, and instructional design. The methodology section details a mixed‑methods approach combining quantitative survey analysis with qualitative open‑ended responses. Results indicate that customizable digital interfaces, peer review features, and scaffolded prompts significantly support creative expression across languages.
Beyond these core findings, the study highlights how interactive affordances such as real‑time comment threads, multimedia embedding, and adaptive grammar suggestions collectively foster richer narrative constructs and stylistic experimentation. Participants reported increased motivation and confidence when platforms allowed frictionless code‑switching and offered instant visual feedback, suggesting that affective factors are deeply intertwined with linguistic invention. Furthermore, the research uncovers emergent patterns of peer mentorship: learners not only receive corrective feedback but also co‑construct metaphoric and thematic elements, demonstrating that collaborative digital spaces can serve both cognitive and social functions. The abstract concludes by situating these insights within broader educational and technological landscapes, arguing that well‑designed multilingual writing environments have the power to bridge cultural divides, democratize access to creative practices, and prepare students for the communication demands of globalized digital societies. The conclusion of the full manuscript offers targeted recommendations for educators, curriculum designers, and software developers, emphasizing the importance of intentional tool selection, inclusive design principles, and ongoing professional development to fully realize the pedagogical promise of these environments.
Keywords
Multilingual digital environments; creative writing; digital pedagogy; learner engagement; online survey
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