Unpacking Creativity for Language Teaching

Tin, Tan Bee

doi:10.4324/9781003225393

Cited by 4 publications

(8 citation statements)

References 116 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Ellis (2015) showed that creativity involves novelty, imagination, adaptability, experimentation, and openmindedness but acknowledged that it is difficult to stick to the fixed definition. Tin (2022) argues that creativity is a multi-faceted concept and has been viewed in different dimensions such as creativity as an "ability", "a production", "the quality". There seems not to be an agreed definition on creativity due to the dynamics of the concept, but it seems that creativity is often related to something new and divergent from ordinary thinking.…”

Section: Definition Of Creativitymentioning

confidence: 99%

“…There seems not to be an agreed definition on creativity due to the dynamics of the concept, but it seems that creativity is often related to something new and divergent from ordinary thinking. In this study, I focus on one aspect of creativity defined by Tin (2022), considering it as an innate ability.…”

Section: Definition Of Creativitymentioning

confidence: 99%

“…Rhodes (1961) lists four main characteristics of creativity: person, process, press and product. The term person refers to personal traits, regarding creativity as an asset of creative people (Tin, 2022). The term process stresses the process of producing the creative products that a person goes through while press refers to as the relationship between creative person and the environment.…”

Section: Creativity In Language Teaching/learningmentioning

confidence: 99%

“…The last term product focuses on creative products. Tin (2022) draws a summary of views on creativity in language teaching/learning by using prepositions: creativity through language, creativity of language, creativity with language, creativity and language. Creativity through language implies language can be used to communicate four ideas: open knowledge, blind knowledge, secret knowledge, hidden knowledge.…”

Section: Creativity In Language Teaching/learningmentioning

confidence: 99%

“…For example, a creative piece of art can be valued in museum or a novelty poem that have had an impact on our life. Creativity, according to Tin (2022), has emerged in a wide range of disciplines such psychology, business and not just only in forms academic texts but also in social genres such as YouTube. Creativity, therefore, has played an important role in our society.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

The Relationship Between Creativity and Grammatical Acquisition of New Forms of Vietnamese Efl Secondary Students

Pham

2023

JFS

View full text Add to dashboard Cite

Creativity is a concept that has attracted researchers in applied linguistics recently (Dörnyei & Ryan, 2015). It has been proved to be associated with a number of variables in language learning such as the use of coordination (McDonough et al., 2015), communication strategies (Pipes, 2019), speaking performance (Suzuki et al., 2022). There seems, however, to be little research examining the relationship between creativity and other linguistic variables such as grammar or vocabulary. To fill in the gap, this study examined the association between creativity and grammatical acquisition of new forms. Eighty-nine secondary schools’ students at elementary level were invited to complete two tasks: an alternative use task to measure creativity and a grammaticality judgment task to measure their grammatical acquisition of new forms. A Pearson-product moment correlation was used to analyze the data and the study reveals no relationship between creativity and grammatical acquisition of new forms. There is also no relationship between sub-measures of creativity and the grammatical acquisition. This study also argues that students who are not naturally creative can learn language effectively, which could be considered beneficial from pedagogical perspectives. The findings also show that creativity might not emerge in monologic tasks, suggesting the use of task-based teaching should be promoted in language classrooms to foster students’ creativity and language ability. Some pedagogical implications were also offered.

show abstract

Section: Definition Of Creativitymentioning

confidence: 99%

Section: Definition Of Creativitymentioning

confidence: 99%

Section: Creativity In Language Teaching/learningmentioning

confidence: 99%

Section: Creativity In Language Teaching/learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Relationship Between Creativity and Grammatical Acquisition of New Forms of Vietnamese Efl Secondary Students

Pham

2023

JFS

View full text Add to dashboard Cite

show abstract

Finding constraints to foster creativity in language learning tasks: An autoethnographic approach

Tin

2024

TESOL Journal

View full text Add to dashboard Cite

Teachers often repeat language learning tasks and materials with students year after year. Although some tasks do not render satisfactory outcomes, students' performances can serve as valuable historical autoethnographic data that teachers can reflect on to improve their teaching materials and language learning tasks. In this article, using autoethnography as a pedagogical tool, I share my thinking and experiences regarding one task type (the simile task), which I have used with students over the years to develop creative language use (language creativity). I reflect on various similes produced and attempt to discover how to redesign the somewhat imperfect task to optimize creative language use. In particular, I try to find new constraints that can be set up to funnel the creative behaviour of the teacher and students. Before promoting students' creativity, teachers must nurture their creativity under various self‐imposed constraints. Teachers' personal experience is a valuable source when implementing creative language teaching. This article shows two task constraints that can be set up to stimulate creativity in language learning tasks: exclusionary constraints (avoiding confirmation‐based salient patterns) and focusing constraints (requiring the use of violation‐based salient patterns). It also shows how we can identify micro‐constraints to be excluded or focused on.

show abstract

Learner agency and potential for creativity in writing task design and Chinese EFL students’ flow experiences in writing: A contextual perspective

Wu,

Albert

2024

Language Teaching Research

View full text Add to dashboard Cite

Ensuring learner agency and potential for creativity in task design are likely to elicit different flow experiences among learners, either facilitating or impeding their task engagement and oral or written performance in foreign language learning contexts. However, so far little attention has been paid to the role of these factors in learners’ flow experiences in task-based second language (L2) writing. This study aimed to investigate the relationships between different task conditions operationalized as a teacher-generated content task (TGT), a learner-generated content task (LGT), and a creative task (CT), and learners’ flow experiences by utilizing Czimmermann and Piniel’s adaptation of Egbert’s flow questionnaire. Moreover, the study also examined the possible role that study contexts might play in students’ flow experiences in English writing. Our investigation involved two groups of Chinese learners studying in Hungary and China, 40 students in total, who produced 120 narratives and filled in a flow questionnaire after each completed task. MANOVA results showed a significant main effect for the study context, suggesting that Chinese learners in Hungary experienced more flow in all of the writing tasks while their peers in China experienced more anti-flow on them. Despite the fact that multivariate analyses did not reveal a main effect for task conditions for either flow or anti-flow experiences or an interaction between study contexts and task conditions, findings from univariate follow-up analyses warrant a closer examination of possible task and interaction effects.

show abstract

Unpacking Creativity for Language Teaching

Cited by 4 publications

References 116 publications

The Relationship Between Creativity and Grammatical Acquisition of New Forms of Vietnamese Efl Secondary Students

The Relationship Between Creativity and Grammatical Acquisition of New Forms of Vietnamese Efl Secondary Students

Finding constraints to foster creativity in language learning tasks: An autoethnographic approach

Learner agency and potential for creativity in writing task design and Chinese EFL students’ flow experiences in writing: A contextual perspective

Contact Info

Product

Resources

About