EFL Teachers’ Awareness and Opinions on the 21st Century's Creativity and Innovation skill (original) (raw)
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This thesis aims to examine Turkish teachers of English language awareness, motivation, organization, and classroom practices in terms of 21st century learning and innovation skills which are communication, collaboration, critical thinking, and creativity skills. For this purpose, 27 Turkish teachers of English language in Fırat University School of Foreign Languages were chosen as the participants. With the aim of manage the research study, mixed method descriptive case study was employed. In order to collect data, a questionnaire (self-report instrument) and interviews were implemented. Convenience sampling was employed in the stage of participant selection. Moreover, the collected quantitative data was analysed on SPSS version 2.00 and qualitative data was analysed with reference to interview questions. At the result chapter, the analysis were defined and discussed in order to be a source and a different perspective for the further researches. The findings of the study presented that Turkish teachers of English Language in the context of the study were lack of theoretical and conceptual knowledge regarding 21st century learning and innovation skills, though they were motivated to promote them in the classrooms.
Creativity is creating clear and singular visions for the future in the mind of people. These visions act as incentive in order for the people to enhance their thinking process and hence stimulate their creativity. Good teachers can encourage their students' creativity. Among recent works on creativity and creative thinking, one profound study is the influential book, The Research for Satori and Creativity written by E. Paul Torrence. This research is underpinned mostly by this book. This study explores the extent to which whether different EFL classrooms at Kashan university are creative or not. Five teachers were selected randomly. An observational checklist was used based on intrinsic attitudes of E. Paul Torrence he had gathered in his book after twenty years of study on creativity. Two observers were selected beforehand. Each class was observed twice by each of these observers. Two observers were selected to increase the research credibility. We have adopted Cronbach's alpha consistency analysis to verify whether or not the observation checklist possesses good reliability. The data from two raters gathered to be analyzed. The results of two raters were correlated. This checklist was implemented as a yardstick to see the level of creativity in each class. In the result we can see that rigid approaches which stifled creativity in EFL classrooms were easily spotted. Then in conclusion as a result of these findings, we offered some recommendations to the teachers of each class in order to enhance creativity.
Teachers’ Teaching Creativity at Language Development Center of IAIN Padangsidimpuan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Teachers’ teaching creativity could facilitate effective learning and influence students’ learning motivation. It also creates the classroom not only just teaching, giving knowledge, and transferring information, but it also can give interest and extra experiences for students. The aim of this study was to investigate how teachers implemented their teaching creativity in EFL context. Then, this study was in a form of qualitative research applying descriptive method in analyzing the data. Five qualified English teachers at Language Development Center of State Institute for Islamic Studies Padangsidimpuan were purposively chosen as participants of the research. In addition, observation and interview were conducted to collect the data related to the implementation of teachers’ creativity in teaching English, and descriptive data analysis was used in analyzing them. Finally, related to the finding, this study conveyed that teachers’ teaching creativity was resulted from teachers’ sharin...
On Teaching English as a Foreign Language (TEFL) In Alfarabi Technical High School Sale
The ability to think creatively is a skill of paramount importance that language learners need to enhance for their academic and social endeavors. To that end, providing an active learning environment that is conductive to creativity and in which the multiple components of the class, activities, tasks, and home works assignments urge the learners to think critically has to be one of the foreign language teachers" tasks. This study seeks to explore EFL teachers" attitudes towards creativity. It consequently aims at discovering the extent to which their attitudes have a bearing on the students" ability to think creatively. The population of this study is 22 EFL teachers who teach English at different public high schools in Morocco. They were surveyed on their beliefs about the concept of creativity and its place in their professional working environment as EFL teachers, along with their practices inside the EFL classroom. Statistical results indicated that majority of them has positive attitudes towards the concept of creativity and believed that it is an important part of their job as a teacher to increase learners" creative thought. On the other hand, classroom observation showed that little emphasis is given to the development of creative thinking among EFL students. Therefore, one of the implications suggested to increase teachers" ability to promote creativity is to provide a teacher training in terms of how to effectively nurture creativity among students.
Creativity and attitudes in English language learning
2019
This in an exploratory research about students' attitudes towards English language learning and teaching creativity at the Universidad Autónoma del Estado de Hidalgo (uaeh). The participants were learners in the first and last English course, which is the sixth semester. The purpose was to find out what kind of tendencies the results exhibit as students advance in studies, and to what extent teachers' creativity might have influenced the outcome. Data was collected from 297 students currently enrolled in the Instituto de Ciencias Sociales y Humanidades (icshu), using a questionnaire and focus group interviews. Results showed that attitudes to English language learning are extremely positive among basic level students, but negative feelings increase in the last course. Regarding creativity, it was found that teachers are too enclosed by the school policies that they do not perform at their fullest potential creativity.
. Suggestions for Language Learners: Creativity Development in EFL Classrooms. Primary English Education, 19 , 87-109. Creativity has been granted national recognition as one of the crucial goals of the national English curriculum in Korea; it has also been supported by English language policy. The curriculum, therefore, should provide teachers with opportunities to enhance the creative abilities of their students, and to equip them for their future careers. The curriculum is taught by teachers in language classrooms, and the teachers' understanding of the concept of creativity has a large influence on the development of students' creativity and successful language learning. Given the importance of creativity in the language classroom, in this study, some suggestions for creativity development in ESL or EFL classrooms were developed from a literature review of the concept of creativity with respect to second language teaching and learning. From the literature reviewed for this article, eight suggestions were produced for language teachers, and two for educational policy makers and educational administrators. Based on the results of the study, suggestions are discussed that utilize more effective ways of developing creativity as well as language proficiency in the ESL classrooms of primary and secondary schools.
Creativity in Foreign Language Teaching
The author deals with a topic quite often discussed by not only pedagogy and psychology. Creativity is present everywhere and the author suggests it should be a part of University education preparing pre-service teachers. Even though there are researches proving that creativity can be learnt and developed (to certain extent) it is still missing at our schools. Students and pupils still claim that they are asked to memorize the facts rather than to discuss their own opinions and perception. The study briefly presents part of the data gained in the research focused on using creativity at elementary and secondary schools. The interview with 22 teachers was done in 2 sessions (10 and 12 teachers to manage to administer the responses).
Creative and Innovative Language Teaching
Tarling : Journal of Language Education
Creativity and innovation in language teaching are two significance elements which mutually support the achievement of language teaching goals. The success of language teaching depends on both the material presented and the presentation technique done by the teachers to their learners. In this case, the material is prepared in accordance with the provisions set out in the curriculum by paying attention to the content that is appropriate to the context in order to achieve the teaching target. Creativity in the preparation of teaching materials and contents is needed to make it easier for students to follow each stage of teaching. In addition to the creativity in the preparation of materials, creativity and innovation in delivering the materials are also obligatory parts. The creativity and innovation of teachers in delivering can be done by various teaching activities that seek to generate students’ interest in teaching, creative power, and students’ innovation power. From this, teac...
Creativity as a Key Component in Different National Settings for EFL Teaching
2019
The creativity that teachers and professors as well, exercise in a classroom, is an immeasurable potential for exploiting their student's opportunities and abilities to fully develop their language skills, as well as, their character and personality; it is the kind of driving force that impulse our pupils beyond their current capacities, and catapult them into new, higher and marvelous horizons. This exploratory research examines how creativity enhances the processes of learning and acquiring EFL in different national settings, where it was compared the different degrees of success attained by teachers and students as well, as a clear indicator of good practices in the classroom and in education in general. For doing so, we first analyzed on the lights of the great theories on the matter, that is a great discussion on the literature available was held, and on the light of the data gathered by scholars of different countries, and nations so distant that clearly defines them as antipodes, the whole picture was in that way completed. Despite the fact that this exploratory research completely focused on foreign language learning/acquisition, the findings and conclusions herein discussed applies to any field of education regardless the area and regardless the level. It is really hoped through this work, that the knowledge extracted from this pedagogical experience could serve as a guiding line for other nations that share common characteristics of the country of our region, and therefore, the experience could be assumed and assimilated by others as well.
Creativity as a key Component for Success in Different National Settings for EFL Teaching
2019
The creativity that teachers and professors as well, exercise in a classroom, is an immeasurable potential for exploiting their student's opportunities and abilities to fully develop their language skills, as well as, their character and personality; it is the kind of driving force that impulse our pupils beyond their current capacities, and catapult them into new, higher and marvelous horizons. This exploratory research examines how creativity enhances the processes of learning and acquiring EFL in different national settings, where it was compared the different degrees of success attained by teachers and students as well, as a clear indicator of good practices in the classroom and in education in general. For doing so, we first analyzed on the lights of the great theories on the matter, that is a great discussion on the literature available was held, and on the light of the data gathered by scholars of different countries, and nations so distant that clearly defines them as antipodes, the whole picture was in that way completed. Despite the fact that this exploratory research completely focused on foreign language learning/acquisition, the findings and conclusions herein discussed applies to any field of education regardless the area and regardless the level. It is really hoped through this work, that the knowledge extracted from this pedagogical experience could serve as a guiding line for other nations that share common characteristics of the country of our region, and therefore, the experience could be assumed and assimilated by others as well.