Earticle

초록

영어

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.

목차

Abstract
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

키워드

저자

• Hana Joo [ Ewha Womans University, Dept. of English Education, Graduate Student ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405