This paper contributes perspective on creativity among ESL students and guides for further research on literacy in Malaysia. The creative assessment on the participants' graphic stories provided a glimpse of literacy level among the rural high school students in Malaysia. Aesthetic was also indicated through the form of graphic stories presented through careful planning. Findings revealed that Novelty was indicated in the interpretation of the texts to show understanding based on the given resources. The assessment consists of four-Novelty, Utility, Aesthetic and Authentic. Based on two short stories, graphic stories produced by secondary school students are assessed for creativity using a rubric of creativity. While studies on creative thinking and assessment are available, none considered graphic stories as an assessment of creativity. With the current uncertainties of future employment and Malaysian poor literacy rates, effective reading activities, which embed creative thinking, must be reconsidered in teaching and learning. Limitations of the study and recommendations for adoption of student-centered approaches such as SDL approaches are also highlighted. Overall student performance for exams and course work indicated a better understanding and recall of the subject matter. Collaboration and team efforts were also appreciated. Students also reported enhanced confidence and a sense of accomplishment. Results from the content analysis of student reflections indicate that students felt motivated and rewarded with a deeper understanding of the subject matter. The SDL activity was carried out over a period of six weeks and students were continuously engaged either through developing tutorial exercises or presenting tutorial questions developed by their peers. For the activity, students were required to work in teams and create tutorial exercises for their peers, the answers to which were prepared and presented by their classmates. The primary objectives of the SDL activity were to enhance student learning experiences through motivation and greater involvement with the subject matter. This paper describes a self-directed learning (SDL) activity in teaching marketing communications for undergraduate marketing students.
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