WRITING IN PRACTICE VOL 11

ABSTRACT
This study explores the implementation of a web-based poetry-writing app designed to support students' confidence in creative writing. Using the found poetry method, the app enables users to select and rearrange words from source texts, thus bridging digital tools and creative pedagogy. A workshop involved 114 fifth-year students in Japan to evaluate the app's effectiveness. Pre- and post-workshop questionnaires measured autonomy, competence, and relatedness in poetry writing based on self-determination theory. The results indicated significant improvements in students' confidence and motivation, particularly in connection to autonomy and competence. Pupils expressed enjoyment in selecting words, creating poems, and receiving peer feedback through the app’s intuitive interface. The challenges included difficulties with material vocabulary and limited time for feedback. To address usability issues, new app features, such as warning messages for unsaved work, were introduced. This paper highlights the potential of integrating digital tools with collaborative poetry-writing activities to foster creativity, confidence, and community. Future directions include expanding the app to English-speaking contexts, encouraging cross-cultural connections, and supporting educators with practical materials. The findings suggest that such approaches can redefine literacy education by promoting psychological need satisfaction through creative expression.

KEYWORDS

Found poetry, Poetry writing, Digital tools, Self-determination theory (SDT), Writing confidence, Peer feedback, Primary education, Poetry workshop, International collaboration

HOW TO CITE THIS ARTICLE
Nakai, Yuka. (2025) Found Poetry Digital Space: Constructing a Model to
Enhance Children’s Confidence in Writing and Sharing. Writing in Practice. 11  DOI: 10.62959/WIP-11-2025-04