Abstract
This study examined how the Project-Based Inquiry (PBI) Global model supports the development of creative writing fluency and flexibility among second-year female secondary students in Saudi Arabia. A quasi-experimental pretest–posttest control-group design was used with 69 participants during the 2024–2025 academic year. Students in the experimental group received instruction through the PBI Global model, while their peers in the control group followed traditional English language instruction. Creative writing was evaluated using an analytic rubric focusing on fluency and flexibility. The results showed that students who experienced the PBI Global model demonstrated meaningful gains in both dimensions, with independent-samples t-tests indicating large differences at post-test in fluency (t = 8.45, p