<![CDATA[Learning English as a foreign language (EFL) requires a pedagogical approach that addresses not only cognitive development but also affective dimensions of learning. Creative poetry writing has been widely reported to enhance emotional engagement, reduce linguistic anxiety, and support students’ self-expression; however, the specific mechanisms through which poetry functions as an affective catalyst in EFL contexts remain underexplored. This study employs a systematic review with a qualitative approach, analyzing 21 Scopus-indexed journal articles that examine the affective impact of creative poetry writing in EFL learning. Study selection followed the PRISMA 2020 protocol, with quality appraisal conducted using the Critical Appraisal Skills Programme (CASP) and the Newcastle–Ottawa Scale. Data were analyzed thematically and synthesized through meta-qualitative techniques. The findings indicate that creative poetry writing positively influences three core affective dimensions in EFL learning: emotion regulation, self-expression, and reduction of linguistic anxiety. Instructional strategies such as prosing poetry, mindfulness-based activities, and technology-mediated platforms (e.g., WhatsApp) were found to enhance intrinsic motivation and learner confidence. Additionally, cultural background and language proficiency level emerged as key moderating variables affecting the effectiveness of poetry-based interventions. The interaction among affective variables generates positive feedback that supports holistic language learning. These findings suggest that poetry can function as an effective form of emotional pedagogy in EFL classrooms. Teachers and curriculum developers are encouraged to integrate poetry-based activities while considering learners’ cultural contexts and affective needs. Future research should develop longitudinal and cross-cultural instruments to assess affective outcomes more comprehensively. Keywords: Creative poetry; affective pedagogy; EFL learning; Linguistic anxiety; Emotional expression]]>
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