테크놀로지를 활용한 창의성 기반 영어 교수·학습이 중학교 학습자의 영어 성취 및 창의성 신장에 미치는 영향
The effects of creativity-based English teaching and learning using technology on Korean middle school students' English learning achievement and creativity
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The purpose of this study was to explore the effects of creativity-based English teaching and learning using technology on Korean middle school students' English learning achievement and creativity. The participants of the study were 39 students from middle schools in Seoul, Korea, who belonged to two different groups: an experimental group, which carried out the creativity-based English learning tasks in smart learning environments (n=17), and a control group, which received a traditional English instruction (n=22). The experiment was administered during one semester of the 2017 academic year. Major findings of the study were as follows: 1) With respect to English learning achievement, the creativity-based English teaching and learning using technology was found to be as equally beneficial as the traditional instruction. 2) The creativity-based English teaching and learning using technology proved to be more effective than the traditional instruction in enhancing the participants' creativity, specifically fluency, flexibility, and originality. 3) Both the creativity-based English teaching and learning using technology and the traditional instruction had equal effects on participants' perceptions of their own creativity and problem-solving skills. Based on the findings, some pedagogical suggestions were made for the successful implementation of the creativity-based English teaching and learning using technology in English classrooms.
Abstract
The purpose of this study was to explore the effects of creativity-based English teaching and learning using technology on Korean middle school students' English learning achievement and creativity. The participants of the study were 39 students from middle schools in Seoul, Korea, who belonged to two different groups: an experimental group, which carried out the creativity-based English learning tasks in smart learning environments (n=17), and a control group, which received a traditional English instruction (n=22). The experiment was administered during one semester of the 2017 academic year. Major findings of the study were as follows: 1) With respect to English learning achievement, the creativity-based English teaching and learning using technology was found to be as equally beneficial as the traditional instruction. 2) The creativity-based English teaching and learning using technology proved to be more effective than the traditional instruction in enhancing the participants' creativity, specifically fluency, flexibility, and originality. 3) Both the creativity-based English teaching and learning using technology and the traditional instruction had equal effects on participants' perceptions of their own creativity and problem-solving skills. Based on the findings, some pedagogical suggestions were made for the successful implementation of the creativity-based English teaching and learning using technology in English classrooms.
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