LLT Journal, e-ISSN 2579-9533, p-ISSN 1410-7201, Vol. 26, No. 2, October 2023, pp. 605-619 LLT Journal: A Journal on Language and Language Learning http://e-journal.usd.ac.id/index.php/LLT Sanata Dharma University, Yogyakarta, Indonesia 605 This work is licensed under CC BY-SA. Creative Commons Attribution-ShareAlike 4.0 International License DIGITAL APPROACH TO TEACH CREATIVE WRITING WITH SECONDARY STUDENT LEARNERS OF ENGLISH Ana Paula Rocha 1* and Maria Prazeres Casanova 2 1,2 LE@D, Universidade Aberta, Portugal ana.rocha@uab.pt 1 and maria.casanova@uab.pt 2 *correspondence: ana.rocha@uab.pt https://doi.org/10.24071/llt.v26i2.6569 received 11 June 2023; accepted 19 October 2023 Abstract In this article, we share our reflections and analysis on the potential of digital resources in teaching creative writing in English and promoting the learning of a foreign language in a collaborative environment. Our work aims to identify best practices in using digital tools such as Google Workspace, Padlet, and Issuu, for in- class activities with seventy secondary students. We conducted a study following an action-research methodology in the classroom and applied digital teaching strategies with learners of a second language. The focus was on a creative and collaborative writing process, to develop imagination in the conception of fictional stories while promoting collaborative skills. Our key question was "What are the digital pedagogical strategies that can contribute to the creative and collaborative writing competence in a foreign language with secondary school students?" We were interested in examining the potential of a writing collaborative activity in a digital environment as a stimulus to learn the linguistic rules and expand the vocabulary. Additionally, we analyzed the results of the assessment executed among peers, applying selected rubrics for the competencies of cooperation and participation. As a result, we found that the students had reached a higher level of reflection towards texts. Keywords: assessment among peers, digital strategies, promoting collaborative competence, teaching creative writing Introduction Teaching writing in a foreign language has always been a complex and challenging process, as students often struggle to express their ideas, imagination, feelings, thoughts, descriptions, or narratives in written language. Developing these skills requires persistence from teachers, as well as sufficient opportunities and methods to teach effective communication in the classroom. However, extensive writing opportunities are often reduced or not given enough significance in the teaching process. According to Alqahtani (2015, p. 23): “Teaching and learning processes have to make it possible for the students to understand the meaning of their learning material. Students as the learning subject are the starting point in teaching and learning,