Document Type : Research Paper
Authors
1 Department of English, Shahreza Branch, Islamic Azad University, Isfahan, Iran
2 Department of English, Shahrekord Branch, Islamic Azad Univesity, Shahrekord, Iran
3 English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
Abstract
Creativity is an essential prerequisite for teaching, developing, and promoting a foreign language. Pupils show enthusiasm for learning a foreign language in a creative environment. The central goal of this research was, therefore, to inspect the variety between experienced and novice English-as-a-foreign (EFL) instructors regarding the interplay between their creativity and students' academic success. A closed-ended questionnaire was applied to inspect EFL experienced and novice teachers' promotion of creativity. Furthermore, the cumulative grade point average (CGPA) was applied as a substitute for measuring academic accomplishment. The questionnaire was distributed among 100 experienced teachers and 100 novice teachers in some branches of Gooyesh, Jahad Daneshgahi, and Sadr language institutes in Esfahan, Iran. In addition, their students' scores were gathered at the end of intended educational courses to calculate the classes' mean scores. Therefore, the data were analyzed descriptively and inferentially using frequency, percentage, Fisher's Z transformation formula, and mean. Besides, the Pearson correlation was utilized to gauge the connections between experienced and novice teachers' promotion of creativity and their students' academic achievements. The results confirmed the beneficial relationship between the creativity of experienced and novice instructors and students' academic performance. However, there was no significant disparity in the creativity levels of experienced and novice teachers.
Keywords
Main Subjects
Aliakbari, M., & Kalantari, B. (2021). Exploring Iranian EFL teachers' creativity-supportive behaviors. Journal of Foreign Language Teaching and Translation Studies, 6(3), 97-118.
Al-Qahtani, A. A. (2016). Do Saudi EFL teachers promote creativity in their classrooms? English Language Teaching, 9(4), 11-23. http://dx.doi.org/10.5539/elt.v9n4p11
Anis, M., & Khan, R. (2023). Integrating multimodal approaches in English language teaching for inclusive education: A pedagogical exploration. Universal Journal of Educational Research, 2(3), 241-257.
Azizi, M., Heidari Tabrizi, H., & Lotfi, A. (2022). Comparative analysis of novice, moderately experienced, and highly experienced Iranian EFL teachers' self-efficacy focusing on their cognition, metacognition, affection, and behavior. Journal of Modern Research in English Language Studies, 10(1), 47-72.
Baghaei, S., & Riasati, M. J. (2013). An investigation into the relationship between teachers' creativity and students' academic achievement: A case study of Iranian EFL context. Middle East Journal of Scientific Research, 14(12), 1576-1580.
Beghetto, R. A., & Kaufman, J. C. (2009). Intellectual estuaries: Connecting learning and creativity in programs of advanced academics. Journal of Advanced Academics, 20, 296–324. https://doi.org/10.1177/1932202X0902000205.
Bensalah, H., & Mâță, L. (2022). Transition from knowledge acquisition to competency development: creativity as 21st century skill within educational framework. Journal of Innovation in Psychology, Education and Didactics, 26(2), 241-250.
Chen, N. C., Tsai, H. Y., Shih, R. C., Tseng, K. H., & Shih, R. C. (2012). Using blended creative teaching: Improving a teacher education course on designing materials for young children. Australian Journal of Educational Technology, 28(5), 776-792.
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity, 8, 80–91. https://doi.org/10.1016/j.tsc.2012.07.004
Eason, R., Giannangelo, D. M., & Franceschini, L. A. (2009). A look at creativity in public and private schools. Thinking Skills and Creativity, 4, 130–137. http://dx.doi.org/10.1016/j.tsc.2009.04.001.
Fischer, B.M. (2020). Developing and sustaining creativity: Creative processes in Canadian junior college teachers. Thinking Skills and Creativity, 38, https://doi.org/10.1016/j.tsc.2020.100754
Florence, K. W., Mark, O. O., & Samuel, W. W. (2015). A correlation study of secondary students’ academic achievement in chemistry and their scientific creativity in chemistry. International Journal of Scientific Research and Innovative Technology, 2(5), 86-96.
Gabbonton, E. (2008). Looking beyond teachers’ classroom behaviour: Novice and experience ESL teachers’ pedagogical knowledge. Language Teaching Research, 12(2), 161-182. https://doi.org/10.1177/1362168807086286
Habók, A., & Magyar, A. (2018). The effect of language learning strategies on proficiency, attitudes and school achievement. Frontiers in Psychology, 8, 1-8. https://doi.org/10.3389/fpsyg.2017.02358
Hajilou, Y., Yazdani, H., & Shokrpour, N. (2012). The relationship between Iranian EFL learners' creativity and their lexical reception and production knowledge. English Language Teaching, 5(3), 131-146.
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality, and student achievement. Journal of Public Economics, 95, 798-812.
Hofweber, J., & Graham, S. (2018). Linguistic creativity in language learning: Investigating the impact of creative text materials and teaching approaches in the second language classroom. Scottish Languages Review, 33, 19-28.
Huang, R. & Li, Y. (2012). What matters most: A comparison of expert and novice teachers' noticing of mathematics classroom events. School Science and Mathematics, 112(7), 420- 432.
Jeffrey, B. (2006). Creative teaching and learning: Towards a common discourse and practice. Cambridge Journal of Education, 36(3), 399–414. https://doi.org/10.1080/03057640600866015
Khodabakhshzadeh, H., Hosseinnia, M., Moghadam, H. A., & Ahmadi, F. (2018). EFL teachers' creativity and their teaching's effectiveness: A structural equation modelling approach. International Journal of Instruction, 11(1), 227-238.
Kumar, T. (2020). Approaches in teaching writing skills with creative writing: A TESOL study for Indian learners. TESOL International Journal, 15(5), 78-98.
Lee, B. (2013). Suggestions for language learners: Creativity development in EFL classrooms. Primary English Education, 19(3), 87-109.
Li, M., & Wang, T. (2023). Optimizing learning return on investment: Identifying learning strategies based on user behavior characteristic in language learning applications. Education and Information Technologies, 1-31. https://doi.org/10.1007/s10639-023-12078-9
Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: A mediation model. Frontiers in Psychology, 14. 1-13. https://doi.org/10.3389/fpsyg.2023.1185079
Lin, W. W. (2002). The relationship among organizational cultures, teachers' potentials for teaching creativity, and creativity teaching [Unpublished doctoral dissertation]. National Chengchi University.
Ma, Y. (2022). The effect of teachers' self-efficacy and creativity on English as a foreign language learners' academic achievement. Frontiers in Psychology, 13, Article e872147. https://doi.org/10.3389/fpsyg.2022.872147
Melek Koç, E. (2012). Affective characteristics and teaching skills of English language teachers: Comparing perceptions of elementary, secondary and high school students. Creative Education, 4(2) 117-123.
Morar, L.-L., Boștină-Bratu, S., & Negoescu, A. (2020). The importance of creativity in foreign language acquisition. Land Forces Academy Review, 25(3), 217–222. https://doi.org/10.2478/raft-2020-0026
Mullens, J. E (1993). The relationship between teacher qualifications and students' learning: A study of standard one classroom in Belize, Central America [Unpublished doctoral dissertation]. Harvard University.
Murray, H. G. (1991). Effective teaching behaviors in the college classroom. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (pp. 135-172). Agathon.
Nami, Y., Marsooli, H., & Ashouri, M. (2014). The relationship between creativity and academic achievement. Social and Behavioral Sciences, 114, 36-39.
National Commission on Teaching and America's Future. (2004). What matters most: Teaching for America's future. Report of the National Commission on Teaching & America's Future. Summary Report. ERIC.
National Research Council. (1996). National science education standards. National Academy Press.
Odena, O., and Welch, G. (2012) Teachers’ perceptions of creativity. In O. Odena, (Ed.) Musical creativity: Insights from music education research. series: SEMPRE studies in the psychology of music (pp. 29-48). Routledge.
Olatoye, R. A., Akintunde, S. O., & Ogunsanya, E. A. (2010). Relationship between creativity and academic achievement of business administration students in South Western Polytechnics, Nigeria. African Research Review, 4(3), 134-149.
Paragae, I. (2023). Innovative teaching strategies in teaching English as a foreign language. English Teaching and Linguistics Journal, 4(1), 1-9.
Piaget, J. (1970). Piaget’s Theory (G. Gellerier & J. Langer, Trans.). In P. H. Mussen (Ed.), Carmichael’s manual of child psychology (pp. 85-86). Wiley.
Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn't creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83-96. https://doi.org/10.1207/s15326985ep3902_1
Pourmohammadi, A., Sadighi, F., & Riasati, M. J. (2021). Iranian EFL teachers' receptive and productive metalinguistic knowledge: Does teaching context matter? Cogent Education, 8(1), 1-21. https://doi.org/10.1080/2331186x.2021.1952823
Rodríguez, A. G., & McKay, S. (2010). Professional development for experienced teachers working with adult English language learners. CAELA NetworkBrief.
Salimi, E., & Khazaee Kouhpar, M. (2023). Iranian EFL teachers' understanding and beliefs of critical pedagogy: A multiple case study. Journal of Modern Research in English Language Studies, 11(1), 101-124.
Sanders, W., & Rivers, J. (2009). Cumulative and residual effects of teachers on future student academic performance. University of Tennessee Value-Added Research and Assessment Center.
Sihombing, B., & Sijabat, O. P. (2023). Correlation of teacher creativity in teaching with students’ learning achievement. Journal Evaluation in Education, 4(2), 56-61. https://doi.org/10.37251/jee.v4i2.312
Skavronskaya, L., Moyle, B., & Scott, N. (2020). The Experience of novelty and the novelty of experience. Frontiers in Psychology, 11, 1-12. https://doi.org/10.3389/fpsyg.2020.00322
Smedegaard, C. V. (2022). Novelty knows no boundaries: Why a proper investigation of novelty effects within SHRI should begin by addressing the scientific plurality of the field. Frontiers in Robotics and AI, 9. 1-19. https://doi.org/10.3389/frobt.2022.741478
Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80-90. https://doi.org/10.1016/j.lindif.2008.05.004
Sternberg, R. J., & O’Hara, L. A. (2000). Intelligence and creativity. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 611–630). Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511807947
Taylor, D. (2014). Is the Internet making your students dumb? In A. Goodwyn, L. Reid, & C. Durrant (Eds.), International perspectives on teaching English in a globalized world (pp. 245- 255). Routledge.
Toivanen, T. (2013). Creative pedagogy - Supporting children's creativity through drama. The European Journal of Social & Behavioural Sciences, 7(4), 1168–1179. https://doi.org/10.15405/ejsbs.96
Trevlas, E., Matsouka, O., & Zachopoulou, E. (2003). Relationship between playfulness and motor creativity in preschool children. Early Child Development and Care, 173(5), 535-543. https://doi.org/10.1080/0300443032000070482.
Tsui, A. B. (2003). Understanding expertise in teaching: Case studies of ESL teachers. Cambridge University Press.
Tsui, A. B. (2005). Expertise in teaching: Perspectives and issues. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 167-189). Palgrave Macmillan
Umeasiegbu, G. (2009). Quality versus quantity in the quest for sandwich education in old Anambra state. Hybrid Publishers.
van der Zanden, P. J. A. C., Meijer, P. C., & Beghetto, R. A. (2020). A review study about creativity in adolescence: Where is the social context? Thinking Skills and Creativity, 38, Article e100702. https://doi.org/10.1016/j.tsc.2020.100702
Wang, J., Lin, E., Spalding, E., Klecka, C. L., & Odell, S. J. (2011). Quality teaching and teacher education: A kaleidoscope of notions. Journal of Teacher Education, 62(4) 331–338.
Xhomara, V., & Uka, A. (2023). Creativity in education: Fostering creativity in the classroom using creative teaching methods. Zenodo (CERN European Organization for Nuclear Research), 26(2), 2-29. https://doi.org/10.5281/zenodo.8068813
Yang, J., & Zhao, X. (2021). The effect of creative thinking on academic performance: Mechanisms, heterogeneity, and implication. Thinking Skills and Creativity, 40, Article e100831. https://doi.org/10.1016/j.tsc.2021.100831
Zare, M., Sarikhani, R., Salari, M., & Mansouri, V. (2016). The impact of e-learning on university students' academic achievement and creativity. Journal of Technical Education and Training 8(1), 25-33.
Zulkifli, H., Tamuri, A. H., & Azman, N. A. (2022). Understanding creative teaching in twenty-first century learning among Islamic education teachers during the COVID-19 pandemic. Frontiers in Psychology, 13, 1-13. https://doi.org/10.3389/fpsyg.2022.920859
)