Effects of Fairy Tale Writing Activities on Middle School Students’ English Writing Performance

The current study aims to investigate the effects of fairy tale writing activities on the English writing performance of Korean EFL middle school students, both quantitatively and qualitatively. Twenty students (17 males and 3 females) from a middle school’s English fairy tale writing club participated in the study. They were asked to write their own fairy tales, incorporating heuristic stories as preand post-tests to measure their writing proficiency. During the experiment, they participated in the four steps of fairy tale creation in English as part of the club activities. The results showed that the fairy tale writing activities had a positive impact on the participants’ writing proficiency. This improvement may be attributed to their active engagement in creating stories, illustrating, and designing fairy tales. Additionally, these activities enhanced their ability to structure the ideas into coherent storylines and to identify and correct grammar and vocabulary errors, aided by the teachers’ timely and concrete feedback. An in-depth analysis of the results and teaching implications is also addressed.