Effects of Creativity-Enhancing Activities on Underprivileged Technical High School Students’ Linguistic and Affective Aspects of L2 Learning
1
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
The purpose of this study was to investigate the effects of creativity enhancing activities (CEAs) on the learning attitudes, linguistic development, and other aspects of the affective domain of underprivileged technical high school students. The study was designed based on the hypothesis that creative thinking skills may positively affect students with low English proficiency who have psychological disorders and/or come from socioeconomically disadvantaged backgrounds. This study was conducted with 21 students from a technical high school located in Seoul. CEA-based experimental lessons were given over a period of seven weeks. In the CEA-based classes, six types of creative activities which reflected the characteristics of creative people were used. In this study, one pre- and post survey, one pre- and post-test per unit, and one semi-structured post interview were conducted. The results of the study showed that the participants had a positive perception toward CEAs, experienced linguistic achievement, and saw positive effects on both their learning attitudes and affective domain. These results support the possibility of using CEAs to support the learning not only of underprivileged students’ linguistic and emotional improvement but also that of students in other schools as well. Thus, further studies that could explore the effect of using CEAs on the linguistic and affective achievement of high school students should be conducted in the future.
Abstract
The purpose of this study was to investigate the effects of creativity enhancing activities (CEAs) on the learning attitudes, linguistic development, and other aspects of the affective domain of underprivileged technical high school students. The study was designed based on the hypothesis that creative thinking skills may positively affect students with low English proficiency who have psychological disorders and/or come from socioeconomically disadvantaged backgrounds. This study was conducted with 21 students from a technical high school located in Seoul. CEA-based experimental lessons were given over a period of seven weeks. In the CEA-based classes, six types of creative activities which reflected the characteristics of creative people were used. In this study, one pre- and post survey, one pre- and post-test per unit, and one semi-structured post interview were conducted. The results of the study showed that the participants had a positive perception toward CEAs, experienced linguistic achievement, and saw positive effects on both their learning attitudes and affective domain. These results support the possibility of using CEAs to support the learning not only of underprivileged students’ linguistic and emotional improvement but also that of students in other schools as well. Thus, further studies that could explore the effect of using CEAs on the linguistic and affective achievement of high school students should be conducted in the future.
참고문헌 (27)
- Amabile, T. M., "The social psychology of creativity" (1983), Springer
- Bailey, K. M., "Second language acquisition studies", pp.188~198 (1983), Newbury House
- foreign language classroom, "Language acquisition and the second", pp.1991, Bailey, K. M.
- Barron, E., "Creativity and personal freedom" (1968), Van Nostrand
- Carter, R., "Language and creativity: the art of common talk" (2004), Routledge
- Cropley, A. J., "More ways than one: fostering creativity" (1992), Ablex
- Csikszentmihalyi, M., "Creativity: flow and the psychology of discovery and Invention" (1996), Harper Collins
- Gardner, H., "To open minds" (1989), Basic
- Holliday, A., "Appropriate methodology and social context" (1994), Cambridge University Press
- Holmes. V. L, "Writing simple poems" (2001), Cambridge University Press
- Jeong, J. E., "An analytical study on the trend and the meaning of researches on creativity education", 석사, pp.2011
- Jung, D. E., "A study of factors that interfere with the English education of vocational high school students and suggestions for improvement", 석사, pp.2010
- 강후동, "초등영어교육을 위한 창의성·인성교육 효과 분석에 관한 연구", 초등영어교육, 18(1), pp.173~196 (2012), 한국초등영어교육학회
- 강남준, "Synectics and Personal Analogy for Young Learners’ Creative Writing in English", 학습자중심교과교육연구, 17(5), pp.493~516 (2017), 학습자중심교과교육학회[DOI]
- 강남준, "Creativity Enhancing Activities in English Lessons for 6th Grade Primary School Students and Their Perceptions", 한국초등교육, 27(4), pp.1~23 (2016), 초등교육연구원[DOI]
- Kang, N. J., "An evaluation of the theoretical bases and classroom implementation of the SISA elementary English textbook and video material", 박사, pp.2005
- Kim, G. H., "The effects of academic self-efficacy and learning attitude on high school students’ academic achievement", 석사, pp.2011
- Lubart, T. I., "Thinking and problem solving", pp.290~332 (1994), Academic Press
- MacKinnon, D. W., "In search of human effectiveness" (1978), Creative Education Foundation
- McKay, S. L., "Researching second language classroom" (2006), Routledge
- Ministry of Education, Science, and Technology, "2009 7th National Revised Education Curriculum", ~ (2009)
- Rein, W., "Enzykopӓdisches Hanbuch der Pӓdagogik" (1904), Bayer and Sons
- Schlichter, C., "Thinking smart: a primer of the Talents Unlimited model" (1993), Creative Learning Press
- Starko, A. J., "Creativity in the classroom" (2010), Routledge
- Suk, K. Y., "Students’ perceptions about creativity involved English lessons", 석사, pp.2011
- Tardif, T. Z., "The Nature of Creativity", pp.429~440 (1988), Cambridge University Press
- Yoon, J. E., "A study of student perception of creativity enhancing writing tasks tailored to the NEAT", 석사, pp.2013