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개방형 창의성 영어 학습활동에 대한 초등교사의 경험적 고찰

Teacher reflections on the use of open-ended creative tasks for primary EFL students

안태연|권서경
한국영어교과교육학회 (The Korea English Education Society)|2023.11|영어교과교육 (Journal of the Korea English Education Society)|제22권 제4호|pp. 197-222|DOI 10.18649/jkees.2023.22.4.197

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키워드

개방형 창의성 활동사고 능력초등 영어 수업교사의 경험적 고찰Open-ended creative tasksthinking skillselementary English instructionteacher reflection

초록

In a globalized society, the need to develop creativity and thinking skills among younger generations is increasingly becoming necessary. However, despite the interest in an integrated approach to EFL teaching and creativity education, there is still little room for learners to actively express their opinions and ideas in most EFL classrooms. For this study, we interviewed five Korean EFL teachers who developed and implemented open-ended creative tasks for 5th and 6th graders in elementary schools. The purpose was to examine the teachers’ reflections on what changes these tasks brought to their English classes, how students responded, and how their attitudes and perceptions about teaching English changed after the experience. In addition, class videos, incorporating creative tasks, based on the lesson plans were analyzed following a discourse analytic approach. The teachers reported that open-ended creative tasks provided students with more opportunities for self-expression and that they stimulated students’ intellectual curiosity, increased interest and motivation, and facilitated collaborative creativity among the students. In addition, they reported that the experience changed their own attitudes and preconceived ideas about teaching English to elementary school students. The study provides suggestions and implications based on the results.

Abstract

In a globalized society, the need to develop creativity and thinking skills among younger generations is increasingly becoming necessary. However, despite the interest in an integrated approach to EFL teaching and creativity education, there is still little room for learners to actively express their opinions and ideas in most EFL classrooms. For this study, we interviewed five Korean EFL teachers who developed and implemented open-ended creative tasks for 5th and 6th graders in elementary schools. The purpose was to examine the teachers’ reflections on what changes these tasks brought to their English classes, how students responded, and how their attitudes and perceptions about teaching English changed after the experience. In addition, class videos, incorporating creative tasks, based on the lesson plans were analyzed following a discourse analytic approach. The teachers reported that open-ended creative tasks provided students with more opportunities for self-expression and that they stimulated students’ intellectual curiosity, increased interest and motivation, and facilitated collaborative creativity among the students. In addition, they reported that the experience changed their own attitudes and preconceived ideas about teaching English to elementary school students. The study provides suggestions and implications based on the results.

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