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This study investigates the capability of a learner-centered approach (LCA) in enhancing bachelor degree students’ creative writing skills specializing in English Language and Literature. Addressing the gap in tailored pedagogical strategies for advanced learners, the research integrates Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) to enhance autonomy, cultural awareness, and linguistic proficiency. A mixed-methods design was employed, involving 47 eighth-semester students divided into the experimental and the control groups. The experimental group engaged in learner-centered activities, including peer feedback, role-playing, and culturally themed writing tasks, while the control group followed traditional instruction. Quantitative analysis revealed an overall improvement in the experimental group’s creative writing proficiency across six benchmarks: imagery, dialogue writing, cultural narratives, storytelling, rhetorical devices, and flash fiction. Qualitative data from classroom observations and self-assessment surveys highlighted higher autonomy, increased motivation, and enhanced peer feedback engagement in the experimental group compared to the control group. Culturally responsive tasks significantly boosted confidence in blending cultural elements in the experimental group, while digital storytelling and collaborative workshops reduced anxiety and cherished critical thinking. The findings support the learner-centered approach for bridging language learning and creativity. Recommendations: train educators in these methods, integrate digital vocabulary tools, and redesign curricula for student agency and cultural relevance. The study highlights how creativity, cultural identity, and language skills are interconnected in global education.

• INTRODUCTION
• CHAPTER 1. THEORETICAL ASPECTS OF FORMING CREATIVE WRITING SKILLS TO BACHELOR’S STUDENTS SPECIALIZING IN ENGLISH LANGUAGE & LITERATURE THROUGH LEARNER CENTERED FRAMEWORK.
  • 1.1 Multidimensional aspects of creative writing skills
  • 1.2 Creative writing skills development in the process of mastering a foreign language
  • 1.3 Learner-centered approach in forming creative writing skills of foreign language learners
• CONCLUSIONS ON CHAPTER 1
• CHAPTER 2. EMPIRICAL ASPECTS OF FORMING CREATIVE WRITING SKILLS OF BACHELOR`S STUDENTS SPECIALIZING IN ENGLISH LANGUAGE & LITERATURE THROUGH LEARNER CENTERED FRAMEWORK.
  • 2.1 Classroom activities for developing creative writing skills in foreign languages
  • 2.2 Assessing the results of a pedagogical experiment.
• CONCLUSIONS ON CHAPTER 2
• CONCLUSION
• REFERENCES
• APPENDICES
  • APPENDIX 1
  • APPENDIX 2
  • APPENDIX 3
  • APPENDIX 4
  • APPENDIX 5
  • APPENDIX 6