This study investigates creativity's impact on Spanish foreign language teaching, focusing specifically on creative self-efficacy (i.e., students' beliefs about their own creative abilities). A pilot study was conducted with 12 Italian students using an interpretive approach and a mixed methodology. Following the implementation of an immersive program comprising 21 creative activities, initial and final questionnaire data were analyzed qualitatively (research category) and quantitatively (descriptive and correlational statistics). The findings show an improvement in the students' creative self-efficacy, along with a favorable disposition towards the creativity program they completed. The students expressed satisfaction with teamwork, goal-oriented activities, and the teacher’s guidance as a creative role model. Emphasis was placed on the activation of affective dimensions as integral components of the creative process. The study concludes with a discussion of the limitations of the research, highlighting the potential for future studies in SFL with a larger sample size and extended duration.
