Creativity, Structure, and Expression in Creative Writing: Evidence from EFL Music and Sports Majors

This study investigates how disciplinary training in music and sports influences creative writing skills among English as a Foreign Language (EFL) students. The study draws on three frameworks, the Theory of Creative Cognition, Gardner’s Multiple Intelligences Theory, and Amabile’s Componential Model of Creativity. Together, these highlight the roles of divergent thinking, goal-oriented problem solving, and domain-specific intelligences in shaping creativity. Music training fosters divergent thinking, encouraging innovative metaphors and ideas. In contrast, sports training emphasizes structured cognitive processes, promoting strategic problem solving and goal-setting. These differences were examined using a mixed-methods design that combined quantitative tests ( t -tests and ANOVA) with qualitative analysis through Directed Qualitative Content Analysis (DQCA). A total of 60 EFL students (30 music majors and 30 sports majors) from a university in Pakistan participated. They completed a creative writing task by composing short stories based on music or sports themes. Writing samples were evaluated on four dimensions: creativity (originality and thematic depth), structure (logical flow and coherence), linguistic skills (grammar and vocabulary), and emotional expression (engagement with readers). The results revealed significant group differences. Music majors outperformed sports majors in creativity and emotional expression, consistent with the idea that musical training enhances divergent thinking and emotional depth. Sports majors demonstrated stronger structural and goal-oriented approaches, reflecting the influence of strategic and disciplined training. The findings suggest that integrating the strengths of both disciplines could enrich creative writing pedagogy. This study offers valuable insights for interdisciplinary education, highlighting how disciplinary backgrounds shape creativity in EFL learners.