Abstract
This article reports on a practitioner research study exploring how creative thinking activities can be designed and integrated into high school English classes. It delineates the process of developing a metaphorical creativity workshop for year 11 students in Taiwan and demonstrates the students’ workshop experiences and learning outcomes. Results of the study reveal that the workshop stimulated the students’ metaphorical creativity and expanded their English-language knowledge. Findings also suggest that the workshop can be further improved in several ways, such as including more diverse topics about language creativity and combining creativity training with textbook content. Overall, this study provides essential insights that can help English teachers design creative thinking activities and integrate them into high school English curricula effectively.
| Original language | English |
|---|---|
| Pages (from-to) | 543-551 |
| Number of pages | 9 |
| Journal | Journal of Adolescent and Adult Literacy |
| Volume | 61 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 2018 Mar 1 |
| Externally published | Yes |
Keywords
- 4-Adolescence
- English as a foreign language < Language learners
- English as a second language
- English for speakers of other languages < Language learners
- English language learners
- English learners
- Instructional strategies
- Instructional strategies
- Language learners
- Program development
- Second-language learning < Language learners
- Writing
- methods and materials
- methods and materials
- teaching strategies < Strategies
ASJC Scopus subject areas
- Education