Effects of Creativity-Enhanced Tasks on Middle School Students’ English Performance and Creativity
(주)코리아스칼라
- 최초 등록일
- 2023.04.03
- 최종 저작일
- 2022.12
- 24페이지/ 어도비 PDF
- 가격 6,100원
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 한국외국어교육학회
ㆍ수록지정보 : 외국어교육 / 29권 / 4호
ㆍ저자명 : Hana Joo
목차
I. Introduction
II. Theoretical Background
1. The Definition of Creativity
2. Creativity in the Classroom
3. Previous Studies on Creativity and Language Learning
III. Research Method
1. Participants
2. Materials
3. Procedures
4. Data Analysis
IV. Results and discussion
1. Effects on Students’ Language Performance
2. Effects on Students’ Creativity
3. Students’ Perceptions of Creativity and Affective Factors
V. Conclusion
References
Appendix
영어 초록
This study aimed to examine the effects of creativity-enhanced tasks on middle school students’ English performance, creativity development, and perceptions of creativity and affective factors including motivation and attitudes toward English learning. The participants were 49 middle school students in Seoul, Korea. The experimental group was treated with creativity-enhanced tasks whereas the control group received traditional English instruction. The overall study was carried out for fourteen weeks. The main findings are summarized as the following. First, there were no significant differences found between the experimental and the control group in terms of language performance. Second, the experimental group indicated substantial improvement in creativity, especially regarding fluency and originality. Finally, the results revealed positive changes in students’ intrinsic and extrinsic motivation, and attitudes toward English learning. The findings of this study are expected to provide practical insights to English teachers and educators who hope to foster creativity in students by supporting a creativity-enhanced language classroom.
참고 자료
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