Instructional Guidance for Promoting Creativity in English as a Foreign Language Writing Classrooms: A Korean Case Study

RELC Journal ◽  
2021 ◽  
pp. 003368822110666
Author(s):  
Hyun-Ju Kim ◽  
Stewart Gray ◽  
Christopher Lange
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Mind Mapping ◽  
Instructional Techniques ◽  
Creative Ability ◽  
South Korean ◽  
Instructional Guidance ◽  
Language Writing

As student creativity is increasingly emphasized in English as a Foreign Language education, it is necessary to consider instructional techniques to encourage it. This study examines the effectiveness of two instructional techniques on creative writing performance of English as a Foreign Language students in a South Korean university. These techniques are variations of brainstorming known as mind mapping and SCAMPER. Survey data from the participants ( n = 39) were analysed to determine which technique resulted in higher levels of perceived creative output (essays). Additionally, a creativity rubric was developed and used to assign analytic scores to the essays to examine the relative benefits of the two techniques for high and low creative ability students. Results show that SCAMPER produced statistically significantly higher levels of perceived creative output. The essays written using SCAMPER generally received higher creativity scores than those written using mind mapping, though this difference was not statistically significant. Finally, results suggest that both techniques may help to narrow the performance gap between high and low creative ability students.

Telecollaboration in Foreign Language Curricula

2020 ◽  
pp. 958-980
Author(s):  
Linda van der Kroon ◽  
Kristi Jauregi ◽  
Jan D. ten Thije
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Mutual Understanding ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Time Space ◽  
Collaborative Construction ◽  
Adequate Understanding

The development of intercultural communicative competence is increasingly important in this globalised and highly digitalised world. This implies the adequate understanding of otherness, which entails a myriad of complex cognitive competences, skills and behaviour. The TILA project aims to study how the use of digital communication means in foreign language education can contribute to the development of intercultural understanding when communicating with peers across borders. Understanding is the result of a collaborative construction of shared knowledge, which can be supported through the use of meta-communicative devices (MCDs) (). This case study investigates how pupils used communication strategies during video communication sessions to achieve intercultural understanding. Results reveal that task-based telecollaboration sessions offer learners the opportunity to achieve mutual understanding by utilizing a variety of meta-communicative devices that help the learners to compare their cultures in relation to time, space and habits, verify meaning and clarify utterances.

scholarly journals Fighting covert discrimination by concept learning. A study of the pedagogical value of one Pestalozzi training resource in Norway.

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Inger Langseth
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Concept Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Democratic Citizenship ◽  
University Of Technology ◽  
Language Classroom ◽  
Teacher Students

This article discusses approaches to teaching democratic citizenship in English and foreign language education (FLE) in Norway. The article is based on a training resource developed within the Council of Europe Pestalozzi programme (Huber Mompoint-Gaillard, 2011; Huber, 2012). The aim of the training resource is to develop an understanding of how to teach covert discrimination. The objective is to understand to what extent conceptual understanding and collaborative learning can empower students’ democratic citizenship and contribute to fighting discrimination, bullying violence, racism, extremism, xenophobia and intolerance in society. Qualitative data was gathered during one seminar for ten teacher students held at the Norwegian University of Technology and Science in November 2013. The case study shows that the Pestalozzi approach to Education for Democratic Citizenship and Human Rights Education has the potential to deepen Norwegian teacher students’ understanding of covert discrimination and inspire them to include democratic citizenship in their foreign language teaching. One important result is that concept learning, in combination with collaborative learning, strengthens the awareness of covert discrimination and prepares the ground for fighting covert discrimination in the foreign language classroom.

Telecollaboration in Foreign Language Curricula

2015 ◽  
Vol 5 (3) ◽  
pp. 20-41 ◽  
Author(s):  
Linda van der Kroon ◽  
Kristi Jauregi ◽  
Jan D. ten Thije
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Shared Knowledge ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Time Space ◽  
Collaborative Construction ◽  
Adequate Understanding

The development of intercultural communicative competence is increasingly important in this globalised and highly digitalised world. This implies the adequate understanding of otherness, which entails a myriad of complex cognitive competences, skills and behaviour. The TILA project aims to study how the use of digital communication means in foreign language education can contribute to the development of intercultural understanding when communicating with peers across borders. Understanding is the result of a collaborative construction of shared knowledge, which can be supported through the use of meta-communicative devices (MCDs) (). This case study investigates how pupils used communication strategies during video communication sessions to achieve intercultural understanding. Results reveal that task-based telecollaboration sessions offer learners the opportunity to achieve mutual understanding by utilizing a variety of meta-communicative devices that help the learners to compare their cultures in relation to time, space and habits, verify meaning and clarify utterances.

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