期刊
THINKING SKILLS AND CREATIVITY
卷 29, 期 -, 页码 213-223出版社
ELSEVIER SCI LTD
DOI: 10.1016/j.tsc.2018.07.007
关键词
Creative pedagogy; Creativity; English as a foreign language (EFL); Motivation; Learning performance
资金
- Institute for Research Excellence in Learning Sciences
- Chinese Language and Technology Center of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program
- Ministry of Science and Technology (Taiwan) [106-2410-H-003-014-SS3]
This study investigated the impact of creativity pedagogy on learning performance, creativity, and learning motivation in the English as a foreign language ( EFL) classroom. With a quasi-experimental approach to assessing treatment effects in the nonequivalent control group design, three instruments of the measure were administered to a sample of 256 elementary school students: 119 and 137 students in the experimental and control groups, respectively. The instruments were an English receptive vocabulary test, the Torrance Test of Creative Thinking, and an English learning motivation questionnaire. The experimental group received an 8-week intervention with regular EFL curriculum-infused activities for creativity. The control group was taught a regular EFL curriculum. The results of one-way analysis of covariance indicated that creativity technique pedagogy significantly improved learners' English learning performance, creativity, and learning motivation. Implications for educators and directions for future research were discussed.
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