Creative Inquiry in ESOL context: “but how can I learn grammar this way?”

There is a growing interest in creative inquiry in the field of applied linguistics, resulting in ever-expanding research focused on creativity and language in various contexts. However, the majority of these projects focus on children, adolescents, or other groups who are receptive to and/or interested in creativity. At the same time, research on creative engagement with adult ESOL learners and in formal ESOL classes is limited and underdeveloped. My PhD research project focuses on creativity-based second language acquisition for adults and approaches second language development as a complex, dynamic, and creative process. This theoretical approach is based on the Complex Dynamic Systems Theory (CDST) (Larsen-Freeman, 1997; Larsen-Freeman, Cameron,2008; Ortega, Han, 2017) and multiple theories of creativity (TC) (Wallas, 1926, Koestler, 1964; Kaufman, Beghetto, 2009). In this presentation, I would like to approach the question of creative inquiry in applied linguistics from the formal, exam-focused context of adult ESOL learners. I will introduce some of the creative activities that were implemented in my research context with adult ESOL students, explore their attitudes towards them, and suggest some possible implications that can be drawn. The students' most important concern during creative activities was that they could not learn grammar in this type of instruction. The research participants clearly underlined that they wanted explicit grammar instruction and drills to obtain formal knowledge of grammar. Initially, this attitude seems to stand in opposition or possibly exclude creative inquiry in a language learning context; however, approaching this situation from the CDST and TC perspective may suggest that formal knowledge constitutes a component of human development and is an important factor in the process of human development including second language development and creativity.