Infusing creative pedagogy into an English as a foreign language classroom: Learning performance, creativity, and motivation

Yu Hsiu Liao, Yi Ling Chen, Hsueh Chih Chen, Yu Lin Chang

Research output: Contribution to journalArticle

4 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)213-223
Number of pages11
JournalThinking Skills and Creativity
Publication statusPublished - 2018 Sep



  • Creative pedagogy
  • Creativity
  • English as a foreign language (EFL)
  • Learning performance
  • Motivation

ASJC Scopus subject areas

  • Education

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