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

研究成果: 雜誌貢獻文章

4 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)213-223
頁數11
期刊Thinking Skills and Creativity
29
DOIs
出版狀態已發佈 - 2018 九月

ASJC Scopus subject areas

  • Education

指紋 深入研究「Infusing creative pedagogy into an English as a foreign language classroom: Learning performance, creativity, and motivation」主題。共同形成了獨特的指紋。

  • 引用此