UNDERGRADUATE LANGUAGE PROBLEMS IN SHORT STORY THROUGH CREATIVE INTERPRETATION

Abstract

This study investigates the language difficulties faced by Libyan undergraduate students in reading and writing short stories, particularly through the lens of creative interpretation. The paper highlights the close relationship between creative reading and writing, and how poor language proficiency can hinder students’ ability to express imagination and creativity effectively. It aims to encourage students to develop their creative skills, while also offering insights and suggestions for English as a Foreign Language (EFL) teachers to support all learners equally. The study stresses the importance of reading as a foundation for creative writing and identifies the lack of a reading culture in Libya as a key obstacle. By addressing these challenges, the paper advocates for cultivating a supportive environment where students are motivated to read more, write better, and unlock their creative potential.