Acosta Ribot, Paula T.2024-05-202024-05-202022-06-01https://hdl.handle.net/20.500.14468/13354Creative writing as a second language teaching tool is currently still largely unknown and underused in many education systems, although some countries, such as China and the United States, already have teaching models based on it. This project has been written with the purpose of showing the advantages of applying this method to the objectives of learning a second language, specifically English. To this end, an exhaustive reading of previous research on the subject has been carried out, as well as an observation of this research and a case study which is presented as an argumentative example of the objective of this paper. As a fundamental support for the implementation of creative writing in EFL classrooms, much emphasis is placed on Bloom's Taxonomy as this theory refers to the cognitive and affective level involved in the development of "Creating" which has been exemplified through critical thinking, with the aforementioned case study.enAtribución-NoComercial-SinDerivadas 4.0 Internacionalinfo:eu-repo/semantics/openAccessproyecto fin de carreralanguage creativitylanguage teachingaesthetic/creative dimensionseducational developmentpedagogical teachingBloom’s Taxonomylearning improvementsEFL