Acknowledgements - Nam-Joon Kangkangnamjoon.weebly.com/.../thesis._final_nj..docx · Web viewDisorder supplies more room to use . ... preparation, incubation, illumination and

Acknowledgements

I joined this MA course with many doubts and wonders as an English teacher. I was

recognized myself as a skillful teacher, but there were so many things that I could not

understand in students’ learning. Many questions still remain in my mind, but I could open

my eyes to new world I did not know before through this course. With this paper, I would

like to say that I came to find one of the possible answers to my questions.

I would like to thank my mentor, Professor Nam-joon,Kang. I could not do this

research without her enthusiasm and insights. Her vision and creativity had been an

inspiration all through the research. I also would like to thank Professor Stephen van Vlack

and Professor Levi McNeil who gave me thoughtful advices. Their academic comments

showed me new insights that I could not recognize.

I am grateful to my ex-co teacher, Brooke Taylor. With her brilliant ideas and great

help, I could finish my experimental lessons successfully. I would like to say thank you to

many good friend at the Graduate School who encouraged and helped me. Also, I wish to

thank to my proofreader, Alan Stokes. He offered me lots of helpful comments with

corrections.

Most of all, I really appreciate my family’s support. Without my husband’s great

support, I even could not start this research. I am really thankful to my beloved two children.

They always give me a power to go forward. I dedicate this work to my husband, two

children and my brother who watches me in Heaven.

Ki young, Suk

January, 2012

i

Table of Contents

Table of Contents.........................................................................ⅱ

List of Tables................................................................................ⅴ

Abstract .....................................................................................ⅶ

Chapter 1. Introduction ..............................................................1

Chapter 2. Literature Review.....................................................3

2.1. Definition of Creativity ..............................................................................................3

2.2. Characteristics of Creative People ............................................................................4

2.1.1. Cognitive Characteristics ......................................................................................4

2.1.2. Personality Characteristics ....................................................................................6

2.3. Dewey and Walls’s Creativity Process Model ..........................................................7

2.4. Task Based Language Teaching .................................................................................8

2.5. Drama Activity in Language Lessons .......................................................................9

2.6. Speech Act .................................................................................................................10

Chapter 3. Methodology............................................................12

3.1. Research Questions...................................................................................................12

3.2. Participants................................................................................................................12

3.2.1. Overview..............................................................................................................12

3.2.2. Profiles of participants.........................................................................................13

ii

3.3. Research Schedule.....................................................................................................14

3.4. Design the Lessons.....................................................................................................17

3.4.1. The Lessons for the Control Group.....................................................................17

3.4.2. The Lessons for the Experimental Group............................................................19

3.4.3. Comparison the Lessons......................................................................................21

3.5. Data Collection and Analysis....................................................................................22

3.5.1. Surveys................................................................................................................22

3.5.2. Language achievement tests ...............................................................................24

Chapter 4. Results......................................................................26

4.1. Surveys.......................................................................................................................26

4.1.1. Pre and Post surveys ...........................................................................................26

4.1.1.1. Preference on English class and reasons ...................................................26

4.1.1.2. Students’ Impression about Their Participation in Class ...........................29

4.1.1.3. The Most Favorite Two Activities .............................................................29

4.1.1.4. Students’ Perception about the Most Efficient Activities for Studying .....31

4.1.2. Surveys for each unit ..........................................................................................32

4.1.2.1. Preference for the Units .............................................................................32

4.1.2.2. Comparing to Other Units .........................................................................35

4.1.2.3. Students’ Impression about the Participation in Class ...............................35

4.1.2.4. In Order of Their Favorite Activities .........................................................36

4.1.2.5. In Order of Their Least Favorite Activities ...............................................41

4.2. The Results of the Language Achievement.............................................................44

4.2.1. Comparing the midterm and the final test scores................................................44

4.2.2. Comparing the scores before and after the each unit...........................................45

Chapter 5. Discussion.................................................................48

5.1. Research Question 1..................................................................................................48

5.2. Research Question 2..................................................................................................53iii

Chapter 6. Conclusion................................................................56

6.1. Limitations.................................................................................................................57

6.2. Implication.................................................................................................................58

References ..................................................................................59

Appendices .................................................................................62

List of Tables

Figure 1.1 Task, Processes and Outcomes................................................................................8

Table 3.1 The Numbers of Participants..................................................................................12

Table 3.2 The Result of the Midterm Test..............................................................................13

iv

Table 3.3 Researcher’s Observation.......................................................................................13

Table 3.4 Characteristics of EA and EB.................................................................................14

Table 3.5 The Schedule of Research.......................................................................................15

Table 3.6 Differentiated Lesson Plans for the Control Group................................................18

Table 3.7 Creative activities Used for the Experimental Group.............................................20

Table 3.8 Comparing the Lessons for the Control and Experimental Groups........................21

Table 3.9 The questionnaire of Pre Survey.............................................................................22

Table 3.10 Questionnaire of Post Surveys..............................................................................23

Table 3.11 Questionnaire of the Final Survey........................................................................24

Table 4.1 Learners’ Preference on English Class Before and After the Experiment..............27

Table 4.2 Positive Reasons to Like English Class .................................................................27

Table 4.3 Negative Reason to Dislike English Class .............................................................28

Table 4.4 Students' Own Impression about Thier Participation in Class ...............................29

Table 4.5 The Most Favorite Activities .................................................................................30

Table 4.6 The Most Efficient Activities .................................................................................31

Table 4.7 Preference for Each Unit ........................................................................................33

Table 4.8 Comparing the Lessons of Unit 4 to Others ..........................................................34

Table 4.9 Reasons for the Positive/Negative Response about Unit 4 ....................................34

Table 4.10 Studnets' Own Impression about Their Participation in Each Unit......................36

Table 4.11 The Most Favorite Activities in Unit 4 ................................................................37

Figure 4.1 Comparing the Origin and Modified chants..........................................................38

v



Table 4.14 The Least Favorite Activities in Unit 4 ................................................................42



Table 4.17 The Exam Sores of Midterm and Final Tests .......................................................44

Table 4.18 The Test Score of Each Unit ................................................................................45

Chart 4.1 Accumulation of Increased Scores .........................................................................46

Table 4.19 The Rate of Correct Response for the Each Question in Unit 7 ..........................46

Chart 5.1 Preference on English Class ..................................................................................51

Chart 5.2 Participation in English class..................................................................................51

Chart 5.3 Students’ Preference on Each Unit.........................................................................52

Chart 5.4 The Increased Scores in Units ...............................................................................54

Chart 5.5 Gap between the Midterm and Final Tests.............................................................54

ABSTRACT

Students’ Perceptions about Creativity Involved

English Lesson

Ki-young, Seok

Department of TESOLvi

The Graduate School

Sookmyung Women’s Univerisity

The purpose of this research was to find how creativity involved

lessons affect on elementary school students and their language achievement.

For the purpose, the following two questions were posed.

(1) How do students react to the lesson involving creativity?

(2) Do creative thinking skill involved tasks help language learning?

This research was conducted on 5th grade public elementary school students

in Gyeonggi-do for two months in 2011. One control group and two

experimental groups were set up to compare their responses. The control

group had common English lessons followed the national textbook and the

experimental groups had lessons involving their creative thinking. Five times

of surveys, three times of language achievement tests, and the midterm and

final test scores were analyzed for this study.

The degree of positive change in the experimental groups in terms of

preference and participation was smaller than in the control group. However,

students’ perception about efficient learning way of English was changed by

using creative tasks. The opposite class mood of two experimental classes

showed different reaction about activities that used in class. From the survey

and language test, less attentive and active students showed stronger

preference on creative lessons and got the most beneficial in language

achievement test as well.

vii

Chapter 1. Introduction

In the South Korean public education system, developing students’ creativity

is becoming an important issue these days. It is believed that the school

system should raise students as creative thinkers, not as information

collectors. As Starko (2010) pointed out, it is needed to understand people

across the globe, based on flexible thinking with imagination. To follow such

conventions, a significant amount of research is being done by the Korean

Ministry of Education and district offices in designing various kinds of

materials that enhances students’ creativity. Policies to support these efforts

are in place and many small groups of researchers and teachers are coming

together and working actively to support creativity in schools. The author of

this paper happened to be involved into a project to develop creative

materials for student’s language learning, following the trend. This

experience reminded questions as an English teacher.

Since the introduction of English language into the elementary

school education system, numerous activities have been introduced to lessen

learner’s anxiety. Krashen (1982) purported the notion of Affective filter

theory that affective language learning requires limiting students’ anxiety

level. Activities, such as card games, memorized role plays and songs were

used to practice a target language. In other subject areas, those activities

were not used as much as in English class. It seemed reasonable for most

students to enjoy English class with entertaining activities. However, it was

noticed that as students progressed in age, the upper grade at elementary

schools that they lacked interest or willing to participate in the English. This

personal perception was confirmed by Kang’s (2007) research that affinity

for English subject declines as students advance into higher grades. In her 1

research, it was found that elementary school students’ interest and

enthusiasm toward English declines as students get older due to the fact they

have limited opportunity to use and develop their own ideas or thinking.

The aim of the project that the writer of this paper involved was to

develop materials that enhanced students’ creative thinking for their

language learning. Combining creativity with a language was a very

challenging, but could be interesting alternative method to teach language.

The purpose of this paper is to examine how students responded to

new creative lessons compared to well-established English teaching methods

and activities. Another purpose was to monitor if these new activities could

help learners achieve language ability. For these goals, one control and two

experimental groups were set up to conduct experimental lessons for two

months. To match those purposes, theories related to creativity such as

definition of creativity, characteristics of creative people, and Dewey and

Walla’s explanation about the process of creativity, will be presented. The

theory of Task Based Language Teaching (TBLT), drama activity in language

class and Speech Act will be discussed to back up the activities that

developed in this research.

Capter2. Literature review

2

2.1. Definition of creativity

It is not easy to define creativity in one word because it can vary depending

on the individual, process, and products (Barron & Harrington, 1981). Many

definitions of creativity have been developed by a number of theorists. For

example, Sternberg, Kaufman, and Pretz (2002) described that unique

product, idea or behavior as creativity. Plucker, Beghetto and Dow (2004)

explained that new ideas, product or behavior should be proper under the

socio-cultural context. Gardner (1989) gave his definition for creativity as

person’s ability to solve problems or to produce in a new way with

acceptance in a culture (as cited in Tan, 2010).

However, it should be noted that creativity has two factors – novelty

and appropriateness (Starko, 2010). Novelty means producing new ideas or

work. Like artists, when people make something new that does not exist

before, they are considered to have originality. Yet, if this assumption is

accepted with no doubt, then there would be only a very small group of

chosen people with originality in this world. If originality indicates the very

first product in history, then only few creators like Newton, Picasso, and

Mozart would qualify as people with originality. However, even young

children can solve their own problems in new ways. so when a product or

idea is new to the individual creator it can be regarded as novel (Starko,

2010). Regarding the term of appropriateness, it needs to address the context

that a creator belongs to. Like the concept of intelligence varies from culture

to culture (Sternberg, 2004), so does the concept of creativity. If a creator

develops a novel idea or product to match their social context, it can be

called creativity.

From the definitions of creativity, creative activities can indicate

3

activities that impacted students to produce new ideas or products with a

purpose to solve a creator’s problem in their context. To match such a

characteristic, some creative activities such as visualization, creative

dramatics, and metaphorical thinking were developed and used. Those

activities were developed based on characteristics of creative people.

2.2. Characteristics of Creative People

Many researchers have tried to categorize the characteristics related to

creative individuals, such as Barron (1969), Dacey (1989) and Isaksen

(1987). The following characteristics of creative people were quoted from

Starko’s (2010) adaption based on Tardif and Sternberg (1988)’s research.

They are presented by cognitive and personality characteristics.

2.2.1. Cognitive Characteristics

2.2.1.1. Metaphorical thinking

This is a thinking ability to connect ideas by finding commonality between

different ideas or things. It starts from making connection in one context and

leads to create new synthesis, transformation or perspective under the new

context. According to Gardner and Winner (1982), metaphorical thinking

starts from preschool students and is developed as they are growing up. An

early age child can use it for physical connection. For example, “The thorns

of roses are like needles.” can be said at this stage. At elementary school age,

they can include abstract concepts, such as “I’m on cloud nine.” Later their

abstract concepts spread out to express their new ideas.

2.2.1.2. Flexibility and Skill in Decision Making

Flexible thinking allows children to look at a situation from different points

of view and elicit many responses from a question. However, when a teacher

expects various answers from students about some issues, it should be

distinguished between the flexible and irrelevant responses. A teacher should 4

give a question focused on the discussion topic for students’ flexible

answers.

Decision making involving flexibility lets students reflect several

possibilities for their problem situations. For developing this skill, a teacher

can use four steps – think alternatives, analyze each alternative, choose the

best alternative, and back up the decision - from the Talents Unlimited model

of Schilichter, Palmer, & Palmer’s (1993).

2.2. 1.3. Logical Thinking skill

Logical thinking skill might be considered opposite characteristic of

creativity, but highly creative people have outstanding logical thinking skill

as well. It is needed to have logical thinking for focusing on issues or assess

various ideas. In Borland (1988)’s research about gifted students in

elementary school, he supported this characteristic as creative one by finding

that the cognitive style is related to some divergent thinking measures.

2.2.1.4. Visualization

Visualization asks to create mental images of something that cannot be seen,

touched or felt. It gives children joy to play with their creating images. When

they visualize something in their head, it usually combines with strong

feeling or emotion from their experiences. Therefore, through visualization

activity, students can have a chance to connect the topic with their real life.

2.2.1.5. Finding Order in Chaos

MacKinnon (1978) found similar results with Barron and Welsh (1952)’s

finding that creative people much prefer disorder to order because it gives

them a chance to make their own way to plan. Creativity can be developed

when it involves freewill thinking. Disorder supplies more room to use

flexible, divergent thinking skills than set-up situation to elicit different ideas

from person to person. It gives joy to order in one’s own way, not from

5

decision of the outside world.

2.2.2. Personality Characteristics

2.2.2.1. Intuition and deep emotion

MacKinnon (1978) found that creative people tend to prefer learning

involving intuition to sensitivity, which is the opposite among ordinary

people. It is difficult to explain intuitive understandings and the ways they

work, so it is also hard to say how it can be encouraged in the school system.

One way to encourage students’ intuition, as Starko (2010) suggested was to

define the teacher’s role as a supporter to give lots of opportunity to let

learners show their opinion or emotion freely. When students can enjoy the

freedom to express what they really want to say in class, this might support

the notion of intuition perception.

2.2.2.2. Openness to experience

Learner’s open mind to new experiences can lead to creative thinking. In his

book, Starko (2010) explained that openness to experience is the willingness

to try to adapt to new ideas, receptiveness to the complex input, openness to

inner emotion and generosity to confusion and disorder. Through various

experiences, students can find diverse possibilities or ideas which can be

united and evolved into novel ideas.

2.2.2.3. Curiosity

New ideas can start from ‘why’ questions. Curiosity about the surroundings

expands scope of ideas to link to new ideas. Young children have very strong

curiosity as a tool to learn about the world. As they grow up, however, their

curiosity declines rapidly. Starko pointed out that in the school system - a

teacher decides everything about students’ learning- as a main cause for

students’ loss of curiosity. When learning starts from students, not from a

teacher, then their curiosity will increase, leading to lead to creative thinking.

6

2.3. Dewey and Wallace’s Creativity Process Model

Dewey (1920) developed a problem solving model with five steps. Wallas

(1926) developed Dewey’s model by including unconscious processing

following four steps: preparation, incubation, illumination and verification.

Preparation is the first step of creative process. On this stage,

creators think about their faced up problem and assess it to get the best

solution.

On incubation stage, creators may stay away from the problem. This

period could involve passive forgetting previous efforts to solve the question

(Lubart, 1994). Even though people have a cooling time to keep a distance

from their issues, their mind search their solution in their mind. This

incubation stage is the key of Walla’s process, but there are ongoing debates

about how incubation functions and its existence among theorists (Starko,

2010).

The third stage is illumination. Creators suddenly find their own answer

when stuck by the moment of lighting. This process sometimes can happen

with the intimation that the solution to the problem is imminent. ( Collins,

2005)

Verification is the last stage of this process. When a clear idea

comes out through incubation and illumination, creators check this solution

whether it is useful, practical or proper. Through ‘verification’, a new idea is

to be refined, developed and evaluated.

2.4. Task Based Language Teaching

7

Bygate (1999) exclaimed that language users learn a language through the

process of working on a task. Figure 1.1 Task, processes and outcomes (Bygate, 1999, p.34)

Task (rubric&input) ⇓

Language features ⇔ processing

⇓Task outcomes

⇓ ⇓Learning of Learning of language processing

As shown in Figure 1.1 above, Bygate insisted that a task makes learning

happened in language and processing together. Also, a learner can achieve

language ability by having the processing of linguistic responses.

In determining how we view tasks, the following two definitions are

presented:

1) Skehan (1996) defined a task as an activity in which meaning is

primary, makes a connection to the real world, and has an outcome.

2) Nunan (1989) described a communicative task as a classroom

activity which asks learners to comprehend, manipulate, produce, or interact

in a language. Students focus on meaning rather than form when they are

involved in a task.

From those definitions, Ellis (2003, 9~10) suggested critical features

of a task as followed;

- A task is a workplan

- A task involves a primary focus on meaning

- A task involves real-world processes of language use

- A task can involve any of the four language skills

- A task engages cognitive processes8

- A task has a clearly defined communicative outcome.

In the experimental classes, completing a task means reaching a goal to be

achieved in a lesson (이 문장 이상함 다시 써 보세요. Task 가 갖고 있는

concept 을 더 활용하기 바람). A language serves as a tool to solve a given

task. In this research, lots of tasks involving students’ creative thinking were

developed and used. In common English class, language is usually the target

itself to be acquired. Different from common lessons, the activities in the

experimental classes were designed to have a clear purpose in themselves (?)

(이 문장도). . Students had to use their creative thinking to come up with a

certain outcome in English class and they had to use English to express their

ideas. The tasks were meant to lead students to the successful language

achievement.

2.5. Drama Activity in language lesson

In English Foreign Language (EFL) situation, the classroom is usually the

only place to practice and use English. There is no place but a classroom to

use the language. Under this situation, drama activity can be a very useful

method because it provides contexts for using the language and triggers

authentic conversations between interlocutors (Kao & O’neill, 1998).

Mey (2001, p. 39) says: “Context is a dynamic, not a static concept:

it is to be understood as the continually changing surroundings, in the widest

sense, that enable the participants in the communication process to interact,

and in which the linguistic expressions of their interaction become

intelligible”. Same language expressions can be used in different ways as

participant’s context changes. Therefore, it is not good enough to understand

meanings of words only in language learning. Learners need to know how

they can use their language as well. Drama activity can make students have

9

the opportunity to “rehearse” linguistic exchanges (Brauer, 2002) by

practicing their language and knowledge of language together.

Snyman and De Knock (1991) pointed out that a drama activity in

language class gives benefits to learners by giving the opportunity to

negotiate meaning. A drama activity activates the interaction between

participants by creating a world including roles and relationship. Participants

are engaged into conversation as active language users in the created

situation that they made. They have to listen, understand and respond to their

interlocutors to develop a story.

2.6. Speech Act

‘Speech Act’ theory was introduced by Austin (1962) and developed by

Searle (1969) to consider the pragmatic use of language. When people use a

language for exchanging information, ideas or feelings, or delivering the

intention in conversation, it can be discussed on three aspects – locutionary,

illocutionary and perlocutionary (Mey, 2000). Locutionary act indicates the

action of speaking itself to state something. Illocutionary force relates to

aspect of utterance to deliver speaker’s intention to state or declare

something. Perllocutionary effect involves the change of the world by say

words. For example, there is a loud noise outside and a person shouts “Shut

up!”. This person uses the word to stop the noise (the intention) and it can

lead people stop making noise, or nothing. If they become quiet, then this

speech act has a perlocutionary effect on them. However, if nothing changes,

then this speech act has illocutionary force only. The person just delivers the

message and do not cause any effect to the world.

When a person tries to have a perlocutionary effect on their

interlocutors, he/she could deliver the message in a direct or indirect way.

10

Many cases of orders or requests use indirect way. Levinson (1983, p. 264)

even says that “most usages of requests are indirect”. It is called ‘Indirect

Speech Act’ and the participants in this research made their ‘Indirect Speech

Act’ role play as one of the creative tasks during the lessons. The differences

between common role play activity and creating ‘Indirect Speech Act’ role

play will be presented in detail later in Table 4-11.

11

Chapter 3. Methodology3.1. Research questions

This study was designed to know how creativity involved English lessons

can affect elementary school students in Korea in terms of their perception

about the lessons and relationship with language achievement. To achieve

this purpose, this research poses the following two questions.

They are:

1) How do students react to the lessons involving creativity?

2) Do creative thinking skill involved tasks help language learning?

3.2. Participants

3.2.1. Overview

For this research, experimental lessons were conducted on 5th graders of an

elementary school in Paju, Gyounggi-do. The school was located in a rural

area with a total of 19 classes and 650 students. There were three classes

with 92 students in 5th grade. For the study, one class was chosen as a control

group and the rest of two classes were chosen as experimental groups. From

now on, class 5-1, one of the experimental groups will be noted as EA

(Experimental group A) and class 5-3, the other experimental group will be

called as EB (Experimental group B). The lessons were conducted in co-

teaching involving a Korean teacher and a native English speaking teacher.

The numbers of the participants are as followed;

Table 3.1 The Numbers of Participants

Category Control (5-2)Experimental

EA EB

Male 13 14 15

Female 17 18 15

Total 30 32 30

12

3.2.2. Profiles of the Participants

The participants take midterm and final tests as a school policy. The 5 th

graders took an English test for their midterm from Units 1 to 3 in April. The

test was for their listening, reading and writing skills with 25 questions.

There were multiple choices, filling out blanks, reordering, and matching

(see Appendix A). The lessons for the midterm test were conducted exactly

the same to all the classes with the same topics and activities. From the test

result, EB was first ranked and the control class followed.

Table 3.2 The Result of the Midterm Test

Language

achievement

( average score)

Control Experimental

5-2 EA EB

80.9 75.7 81.9

Those classes showed very different moods regarding academic

atmosphere. The EB, one of the experimental groups, always paid attention

to the class and followed the teacher’s directions well. The other

experimental group, class EA, had a tendency to take more time to be

involved into lessons than EB. The control group seemed to come between

the EA and EB. Table 3.3 shows the observation by the researcher.

Table 3.3 Researcher’s Observation

Category Control(5-2)Experimental

EA EB

Preparation for the

class

Some students forget to

bring their textbook and

notebook.

Some students forget to bring

their textbook and notebook.

Almost every student brings

their materials

Doing their

homework

1/2 students do their

homework.

1/2 students do their

homework.

Almost every student does

their homework

Mood Between the EA and EBNoisy. Hard to pay attention.

Active.

Calm. Listen to their teachers

well.

13

EA and EB’s opposite characteristics were confirmed in their survey. To

compare their personalities, three questions were used ( see Appendix B) and

the result was shown in Table 3.4.

Table 3.4 Characteristics of EA and EB

Very negative Negative neutral Positive

Very positive

No respon

setotal

Like to body movement EA 3(9.4) 4(12.4) 3(9.4) 6(18.8) 16(50) 0

32(100)

EB 2(6.9) 3(10.3)15

(51.7)4

(13.8)4

(13.8)1

(3.5)29

(100)

Like to listen to teacher’s lecture

EA 3(9.4) 2(6.3) 21(65.6) 5(15.6) 1(3.1) 032

(100)

EB 2(6.9) 3(10.3)14

(48.3)6

(20.7)4

(13.8)0

29(100)

Like to express my idea/feeling

EA 2(6.3) 4(12.4) 8(25)14

(43.9)4(12.4) 0

32(100)

EB 1(3.5) 9(31) 12(41.4)

4(13.8) 3(10.3) 0 29(100)

From Table 3.4, it is obvious that EA and EB had very opposite

characteristics. EA showed much stronger response to body movement than

to listening in class compared to EB. EB showed higher preference on

listening activity to body movement activity. Such an EA’s active

characteristic revealed again in high preference for expressing their ideas or

feelings aggressively. EA’s outgoing characteristic caused louder, less

attentive class mood which is opposite to EB.

3.3. Research Schedule

This research was conducted from March, 2011 to November, 2011. The

detailed schedule is shown in Table 3.5.

14

Table 3.5 The Schedule of Research

Steps Period Contents Particulars

Preparation

In MarchSet up the experimental and

the control groups

2 classes of

experimental group and

1 control group

From March to the

middle of AprilMake lesson plans using 3 units

20 lesson plans for

experimental group

20 lesson plans for

control group

Through the year Research the backup theory

Application

April, 22nd

2011~June, 24th 2011

Conducted 20 lessons to both

control/experimental groups

Creative activities for

experimental group

Common language

activities for control

group

Conducted language

achievement tests for each unit before

and after the lessons to the both

groups

Twenty questions for

each unit for students’

listening, reading and

writing skills through

multiple choice, filling

out blanks and matching

Conducted students’ surveys

Collection of the data

Pre survey before the

experimental lessons

started

Three post surveys for

each unit

One final survey after

all experimental lessons

were finished

July,2011~Sep. 2011Analysis of the test result

Analysis of the survey

SynthesisSep, 2011~Nov,

2011

Conduct overall analysis

Conclusion of the study

This study started from March by setting up the control and

experimental groups. Among three classes, class 5-2 was chosen for the

control group because there were some students who needed more care from

15

their teacher for their learning. In this class, there were two students whose

language ability – especially reading, writing - was very lower than any other

students. Normally, literacy lessons in English class were differentiated by

dividing a class into two groups. The Korean and the native English speaking

teachers used to give lessons separately in a different room based on

students’ language level. From these differentiated lessons, students could

have different activities addressed to their own levels. Teachers thought that

the two low-level students could get more benefits from differentiated

lessons than the experimental lessons because teachers can have more time

to focus on and take care of them in a smaller group. The experimental

lessons were planned to conduct as a whole class which might give less

attention and care to those two students. Also, the EA and EB had a very

different class mood as shown in Table 3.3 which might have different

responses to the experimental lessons.

The experimental lesson plans were made from March for three

units. One unit has six lessons in the English text book, and twenty lessons

over three units in total were designed with activities requiring students’

creative thinking skills in the experimental group. For the control group,

activities and games introduced in the textbook for students’ language

practicing were used.

Along with the experimental lessons, surveys were conducted as

well for both groups with the same questionnaires. The surveys were

conducted five times in total.

For comparing their achievements, language tests were conducted

three times in total before and after each unit. The tests were developed by

the researcher with focusing on target language.

16

3.4. Design of the Lessons

For this research, lessons for the control and experimental groups

were conducted differently for the same units.

3.4.1. The Lessons for the Control Group

As mentioned earlier, the students in the control group were

provided with lots of fun activities that were introduced in the textbook or

developed by the teachers. Common activities in textbook were listening to

CD, learning chant/song, listening and repeating phrases, reading a dialogue

by a role, completing sentences using given words and playing games based

on memorizing. Students were meant for memorizing the target words with

fun activities. For example, the purpose of the dice game conducted in unit 4

was to come up with the appropriate exclamatory sentences by the given

pictures that they learned in the last lesson (see appendix C). Students rolled

the dice and moved their markers by saying correct sentences. The sentences

and pictures were set up from the beginning by the textbook. This game was

designed to practice exclamatory sentences by repeating the similar ones.

Another strategy for the control group only was level differentiation.

The students in the control group were divided into two groups based on

students’ literacy ability. One unit has six lessons and each lesson has

different learning objectives in terms of language skills in the textbook; first

two lessons are focusing more on listening and speaking, while the third,

fourth and fifth emphasizing more on reading and writing. To give more

chances for students in their learning, frame of lessons were changed

depending on the language skills. During the first two lessons, two teachers

gave the lessons together in a classroom through co-teaching. For third,

fourth and fifth lessons, about half of the lessons were conducted through co-

teaching and the rest of the time was conducted separately; after having self-

17

evaluation time for their literacy ability, the students who had difficulty in

reading/writing activities in the textbook were moved to other room with the

Korean teacher to have easier lessons. The number of students with the

Korean teacher was around eight and it made possible to address their low

level by giving easier lessons. For the separate lessons, the Korean and

native teacher discussed their differentiated activities focused on language

practice before the lessons as described in Table 3.6.

Table 3.6 Differentiated Lesson Plans for the Control Group

Low group High group

Unit

4.

3rd lesson- Listen and repeat the words in the book

- Take a turn to read words

- Listen and match the sentences

- Play a puzzle game( Make a sentence )

4th lesson - Write down sentences on the book- Write down sentences on the book

- Quiz to write down sentences

5th lesson -Learn new words in the story- Read the story

- Complete the sentences

Unit

5


- Play a game to use the words


- Do a role play by the book

4th lesson -Write down sentences on the book- Write down sentences on the book

- Make sentences by watching a mime

5th lesson -Learn new words in the story- Read the story

- Complete the sentences

Unit

7


- Take a turn to read words


- Play a game( connect pictures with phrases )

4th lesson - Write down sentences on the book- Write down sentences on the book

- Find the describing person

5th lesson - Learn new words in the story- Read the story

- Write sentences to describe

As it was shown, the low group had easier lesson than the high group about

the same topic. Usually the former could learn words only, not sentences

because of their low language ability. For example, on 5 th lesson, students in

high group could cover the story with writing sentences, while students in

low group could learn new words only in the story. 18

3.4.2. The Lessons for the Experimental Groups

The students in the experimental group were engaged in lots of activities that

challenged students’ creative thinking. Those activities were more focused

on students’ creative thinking process than pattern drill or repetition. The

activities for the experimental classes were designed to produce new ideas by

using target sentences, following the two elements of creativity – novelty and

appropriateness with Walla’s process model. To learn new words, for

example, the control group practiced them introduced by slides with pictures.

They understood meanings of words by watching the slides, and practiced

them by listening and repeating after the native teacher. Meanwhile, the

experimental group did a categorizing activity for learning new words in unit

4 (see Table 3.7). The students in the experimental group had to compare the

words to find commons and differences and categorize them into two groups

using their own idea (novelty) with logical reason (appropriateness). After

the grouping, the students had sharing time by checking each group’s way of

dividing the words. This whole procedure followed Walla’s model by having

preparation (come up words related to the topic), incubation (discuss the way

of categorizing with group members), illumination (finding their own way of

grouping) and verification (check each group’s way of categorizing) stages.

Through this activity, students could experience the divergent answers in the

task to lead them to various points of view.

Starko (2010) mentioned that it is considered as creative activities if

products are meaningful, purposeful or communicate in some way to

learners. For the experimental lessons, activities with meanings and purposes

for students were used. In the reading and writing lessons, for example, the

control group followed the textbook activities and exercises: they practiced

their literacy by copying, filling out and listening & repeating. While all the

19

students in the control group had the same result by the English book, the

experimental group wrote a poem using exclamatory sentences in unit 4. In

this task, the main purpose was to express the participations’ feeling or

emotion towards the subject of their poem and the form of language

(exclamatory sentences) were used as a method to complete it.

Besides the above two creative activities, there were more activities

developed by the researcher to use participants’ creative thinking. The below

table showed the activities for the experimental group and how they were

related to the characteristics of creative people, as previously mentioned in

the literature review.

Table 3.7 Creative Activities Used for the Experimental Group

Activities for the

experimental groupContents Use

Related Characteristics

of Creative people

Brainstorming

▪ Pull out many ideas before conducting

creative tasks in each unit.

Ex. > Brainstorming about places to change

a chant in unit 4

In unit 4,6,7 Curiosity

Change chant/song ▪ Change the lyrics of a song / chant with

their experiencesIn Unit 4,6,7 Deep emotion

Creating an

imaginary animal

▪ Imagine an animal that doesn’t exist and

drawIn Unit 7 Visualization

Words categorizing▪ Categorize the words by students’ own

thinkingIn Unit 4,6

Finding order in chaos /

logical thinking skill

Writing a poem ▪ Write a poem about the favorite person In Unit 4 Deep emotion

Drawing a picture

associates a word

▪ Draw an image that associates a word.

Ex.> draw a spoon to explain chopsticksIn Unit 7 Metaphorical thinking

Creating a role play

using target words

▪ Create context to use target words

▪ Make a drama about the children who are

suffering from poverty and prejudice

In Unit 4, 7

In Unit 6

Openness to experience

Intuition and deep

emotion / Flexible

decision making

20

3.4.3. Comparison the Lessons

Three units were conducted (unit 4, 6, 7) and one of the lesson plans is

presented here. The rest of two lesson plans are attached in the appendices.

(see appendix D)

Some common language activities, such as listening and repeating,

were used for the experimental groups as well for introducing new

expressions to the students. The non-creative activities used for the

experimental group were marked with underline.

Table 3.8 Comparing the Lessons for the Control and Experimental Groups: Unit 4. What a nice day! (* level

differentiation)

※ underlined – activities does not involve creative thinking in the experimental groups

lessonsContents


1st lesson • Listen and repeat the new words• Practice the target language using pictures

• Card game – listen and snatch the cards that were called

• Categorizing activity – categorize new words introduced in unit into two groups. Students set up their own way of category. Each group introduces their result and the rest of the groups find the way of categorizing.

2nd lesson • Drill practice – Make sentences using pictures

• Listen and fill out the blanks• Dice game – practice the language by playing a die game. Students move their marker by saying the right sentences on the board.

• Listen and fill out the blanks• Create indirect Speech Act play – grouped students make a script to play using indirect speech act.( it will be explained in Table 4.11)

3rd lesson • Drill practice – listen and repeat*• Read the target language together*• Card game – match the words with pictures. All students use the same card set.

• Brainstorm using pictures• Learn the chant•Change the chant – choose a place and make a chant about the place involving their emotion.

4th lesson • Speed quiz – say the sentence that matches the picture in a limited time

• Write sentences using the given words*

• Introduce a poem using the target language and let students guess the topic

• Learn the poem• Write down a poem using the given topic in pairs.

21

5th lesson • Story time – read the story on the textbook.*

• Brainstorm to choose a topic.•Write down the poem individually.

6thlesson • Project – write down a poem about a mom

As it is shown above, the control and experimental groups had different

lessons about the same target language. The control group had activities

focused on language itself with fun factor, such as dice game or card game.

Every student produced the same target expressions (ex. say “What a nice

tower!” by a given picture) by playing games. The experimental group had

activities focused on using a language to express their own ideas or feeling.

The students produced different target expressions (ex. make a chant using

an exclamatory sentence about the familiar place to them).

3. 5. Data Collection and Analysis

3.5.1. Surveys

For the research, pre and post surveys were conducted. The pre-survey was

conducted in April before the lessons started with eight questions to both

groups. Five multiple choice and three prioritizing questions with descriptive

answers were asked about their involvement, their favorite/least favorite

activities in the classes and the reasons. Here are the survey questions of the

pre survey (see Appendix E)

Table 3.9 The Questionnaire of Pre Survey

Before the experimental lessonsSame for both groups

Q1. What do you think about English?Q2. What do you think about English class in school?

2-1 . Why do you like English class?2-2. Why don’t you like English class?

Q3. How much are you involved in the class?Q4. How much are you involved in other classes?Q5. What do you think about the topic that introduced in your English textbook?(ex. weather, family, days of week….)Q6. Prioritize activities as you have in your classQ7. Prioritize activities as you like.Q8. Prioritize activities as the most efficient way to learn English to you.

22

The post surveys were conducted three times in total after finishing

each unit. They focused on students’ involvement, preference, and

favorite/least favorite activities for an individual unit, while the pre survey

was about the entire English class. Four multiple choices, and 2 prioritizing

questions with descriptive answers were used. The last two answers were

asked to the experimental groups only to find if the creative activities that

they had in class were appealed to them or not.

Table 3.10 Questionnaire of Post Surveys

Same for both groups

Q1. What do you think about this unit?1-1 . Why do you like this unit?1-2. Why don’t you like English class?

Q2. What do you think about this unit compared to others? (for unit 4 only) 2-1. Why do you prefer this unit? 2-2. Why don’t you prefer this unit?

Q3. How much are you involved in the class?

Q4. What do you think about the topic? (for unit 6 and 7)

To theexperimental groups only

Q5. Prioritize the activities as the three most favorite things.

Q6. Prioritize the activities as the three least favorite things.

After finishing all experimental lessons over three units, the final

survey was conducted to both groups. This was to check if there was any

difference in students’ perceptions and involvement about English class

through the experimental lessons. There were six questions and types were

similar to the pre survey.

Table 3.11 Questionnaire of the Final Survey

23

After the experimental lessonsSame for both groups

Q1. What do you think about English class in school?1-1. Why do you like English class?1-2. Why don’t you like English class?

Q2. How much are you involved in the class?

Q3. What do you think about the topics that introduced in lesson 4,6 and 7?

Q4. Prioritize the activities as you like.

Q5. Prioritize the activities as the most efficient way to learn English for you.

Q6. How much can you understand an English class?

For this study, quantitative analysis was performed to compare the

experimental and control groups. All data was created using Microsoft Excel

for charts and graphs.

3.5.2. Language Achievement Tests

Two kinds of tests for students’ language achievement were used; test for

achievement in each unit and in midterm/final exams.

The tests for each unit were conducted before and after the units to

compare the achievement between the control and experimental groups.

Twenty questions were made for one unit about their listening, reading and

writing skills. Multiple choices, filling out blanks, matching, reorganizing,

writing simple sentences were used. All test papers were developed by the

researcher (see appendix F).

The test scores for students’ midterm and final exams were analyzed

to compare achievement between the control and experimental groups as

well. The participants take a midterm and final exam every year as a school

policy. The target grade of this research, 5 th grade, took a midterm exam with

unit 1, 2, 3 in April. Those units were taught to all 5 th graders with the exact

same topic/activities. The final exam was taken in July and unit 4, 6, 7 – the

experimental lessons - were used. The test papers of the midterm and final

exam were used 25 questions for listening, reading and writing. Multiple

24

choices, filling out blanks, matching, reorganizing, writing simple sentences

about each unit were used for checking their language achievement. All test

papers were developed by the researcher (see appendix A and F-4).

Chapter 4. Results

25

4.1 Surveys

As mentioned previously, creative activities can be indicated as activities to

produce new ideas or product with a purpose to solve a creator’s problem in

their own context. For this research, many creative activities were developed

and conducted in class. However, the phrase of ‘creative activities’ was not

used to the participants verbally or non-verbally to avoid students’ prejudice

about the creativity. For the students’ surveys, implicit words to indicate

creative activities, such as ‘activities involving my own thinking’ or

‘opportunity to think’, were used to them. To analyze the survey data, the

phrase of ‘Activities involving my own thinking’ on the survey sheet will be

labeled as ‘a creative activity’ from now on.

4.1.1 Pre and Post Surveys

4.1.1.1. Preference on English Class in School and Reasons

This was to determine students’ preference on English class in school and

their positive/negative reasons. The question was “What do you think about

English class in school?” with four scales. There were two sub questions to

ask reasons for their liking or disliking with descriptive answers. The data

was compared by control/experimental groups with their pre / final survey

responses.

Table 4.1 Learners’ Preference on English Class before and after the Experiment (unit: respondents’ number)

Answers Control(5-2) Experimental

26

Before(%) Final(%)EA EB

Before(%) Final(%) Before(%) Final(%)Really like 4(12.5) 3(10) 10(31.3) 8(25) 10(32.3) 8(29.6)

Like 16(50) 19(63.3) 15(46.9) 18(56.3) 17(54.8) 15(55.6)Dislike 10(31.3) 4(13.3) 4(12.5) 2(6.3) 4(12.9) 3(11.1)Really dislike

2(6.2) 4(13.3) 3(9.3) 3(9.4) 0 1(3.7)

No response 0 0 0 1(3) 0 0Total 32(100) 30(100) 32(100) 32(100) 31(100) 27(100)

The control group showed a more positive change with a 10.8%

increase, whereas experimental group, the EA increased by 3.1 points while

the EB decreased by 1.9 points.

Table 4.2 Positive Reasons to Like English Class (unit: respondents’ number)

AnswersControl(5-2) Experimental


Before(%) Final(%) Before(%) Final(%)

Preference for English itself

6(30) 2(9.1) 9(36) 5(19.2) 6(22.2) 5(21.7)

Having fun activities

8(40) 20(90.9) 11(44) 17(65.4) 16(59.3) 15(65.2)

Having lots of opportunity to think 1(5) 0(0) 1(4) 2(7.7) 3(11.1) 1(4.3)

Preference for the teachers 2(10) 0(0) 2(8) 1(3.9) 1(3.7) 1(4.3)

Etc. 3(15) 0 2(8) 1(3.9) 1(3.7) 1(4.3)No response 0 0(0) 0 0 0 0

Total 20(100) 22(100) 25(100) 26(100) 27(100) 23(100)

Most of the learners in both groups chose ‘Having fun activities’ as

the primary reason for liking English classes, both before and after the

experiment. Their positive response on this reason has increased more in the

control group than experimental groups; the control group shows a 50.9%

increase, whereas the two experimental classes is less than a 20% increase.

EA made more than a 20% increase in their liking towards the fun activities

whereas EB shows about a 6% increase in this.

The experimental groups’ response to ‘having lots of opportunity to

think’ as a positive reason for liking English class went down after the

27

lessons, even though they went through lots of activities requiring student’s

thinking skill. They might have not realized that they were engaged in

learning processes using their creative thinking skill all the time. Instead of

that, students seemed to think that they were just participating in lots of fun

activities.

Table 4.3 Negative Reason to Dislike English Class (unit: respondents’ number)

Answers

Control(5-2) Experimental

Before(%)

Final(%)EA EB

Before(%)

Final(%) Before(%)

Final(%)

Too easy 0 0 2(28.6) 0 2(50) 0

Not interesting activities 7(58.3) 4(50) 1(14.3) 1(20) 1(25) 1(20)

Too difficult 1(8.4) 2(25) 1(14.3) 1(20) 0 1(20)Lots of pressure for

studying4(33.3) 1(12.5) 3(42.8) 1(20) 1(25) 2(40)

Etc 0 1(12.5) 0 2(40) 0 1(20)

Total 12(100) 8(100) 7(100) 5(100) 4(100) 5(100)

The responses for the negative reasons were different in the control

and experimental group. While the control group chose ‘not interesting

activities’ in class as their primary negative reason about English class, the

experimental group chose ‘not proper level of lesson, pressure for studying’.

There was no change in control group before and after this question, but

there was a change in the experimental group in terms of response about

level appropriateness. Four out of 11 students in the control group responded

that they didn’t like English because contents of lessons were too easy for

them before the experimental lessons, but no one chose this after the

experimental lessons.

4.1.1.2. Students’ Impression about their Participation in an English

Class

This was for students’ own impression about their involvement in English 28

class before and after the lessons. The question was “How much are you

involved in the class?” with four scales. The data was compared by control

and experimental groups.

Table 4.4 Students’ Own Impression about Their Participation in Class (unit: respondents’ number)


Before(%) Final(%)

EA EBBefore(%) Final(%) Before(%) Final(%)

Very positive 2(6.3) 1(3.3) 6(18.8) 10(31.3) 8(25.8) 5(18.5)

Positive 27(84.4) 26(86.8) 23(71.9) 20(62.5) 23(74.2) 20(74.1)

Negative 3(9.3) 0 3(9.3) 1(3.1) 0 2(7.4)

Very negative 0 2(6.6) 0 1(3.1) 0 0

No response 0 1(3.3) 0 0 0 0

Total 32(100) 30(100) 32(100) 32(100) 31(100) 27(100)

Most participants evaluated themselves as active learners. More than

90% of students participated actively in the class before the experimental

lessons. There was no change in the control group before and after, but there

was a little difference in experimental groups. The EA showed more positive

reaction after the experimental lessons (90.6%→93.8%), while the EB was

less positive (100%→92.6%). The result of EA’s more involvement than EB

matches to the above survey about preference on English.

4.1.1.3. The Most Favorite Two Activities in their Class

This was for students’ favorite activity used in English class. The same

categories of answers were used before and after the lessons to find if there

was any change in their favorite activity used in class. The different

examples of survey answers were used to the control and experimental

groups as they had in the lessons for their better understanding. Individual

student chose top three activities and the data showed the two favorite

activities by accumulating their responses. In the answers, ‘song and chant’

activity means to learn a song in a common way - learning the lyrics by 29

listening/repeating and singing a song. The creative way of ‘song and chant’

activity was used in the experimental group by changing lyrics with their

experience. The differences between two activities were explained to the

students verbally when they conducted the survey.

Table 4.5 The Most Favorite Activities (unit: %)

Answers

Control(5-2) Experimental


Before(%)

Final(%)

Before(%)

Final(%)

Games by memorizing wordsEx.> snatch up game, bomb game

28.1 30 28.1 30.1 35.5 33.3

Song/chantEx> Learn and sing a song/chant

24.4 25 30.1 25.8 22.2

Activities involved my own thinkingEx> mindmap, making a poster

28.1 27.8 26.9 24.8

Listen and repeat with a native teacher

12.2 7.5 7.4

Copy the sentences 5.6 5.4 12.3

Most of students in both groups chose ‘games by memorizing the

words’ as their most favorite activity. Their second favorite activity was

different in control and experimental group; the control group chose ‘creative

activities’ and the experimental group selected ‘song/chant’.

In the control group’s response before the lessons, they responded

highly to the activities that required learners to use their thinking skills (ex.

Brainstorming, making a mind-map) which they had before the experiment.

During the research, the control group had two activities involving their

thinking skill out of 20 lessons in total. These activities were conducted after

finishing unit 4 and 6 to the control and experimental groups to compare the

degree of their creativity (The results were not analyzed in this research).

After the lessons, the control group didn’t show any difference between

before and after the experiment about their two favorite activities – games by

memorizing words and activities involving the students’ own thinking. Even

30

though only two activities involving their creative thinking were used during

two months, this group still showed the high response for this type of

activity.

As for the case of the experimental group, there was a change before

and after the lessons. Both experimental classes chose the game activity as

their most favorite activity and ‘song/chant’ as their second favorite one

before the lessons. After the experimental lessons, their favorite activity was

still ‘playing a game’ with ‘song/chant’, but they chose ‘creative activities’ as

their second favorite ones.

4.1.1.4. Student’s Perception about the Most Efficient Activities to Study

English

This was for students’ belief for their best learning way to study English.

Individual students chose maximum three activities among descriptive

answers and data was selected the two most activities by accumulating their

responses.

Table 4.6 The Most Efficient Activities (unit: %)



Before(%) Final(%) Before(%) Final(%)

Listen and repeat 43.8 23.1 31.3 10.9 29 15.9

Learn a song/chant 16.5 21.7 25.8 19.8

Copy the sentences 18.6 9.8 9.9Games by memorizing

the words40.6 25.3 25 29.3 27.2

Creative activities 16.5 28.3 27.2

Most of the learners in both groups believed that ‘listen and repeat’

as the most efficient way of learning before the experiment. ‘Games by

memorizing’ (in case of class 5-2 and EA) or ‘learning a song & chant’ (in

case of EB) were followed as the second. 31

After the experimental lessons, the control and experimental groups

showed different ideas about this question. The control group had the same

two activities with a decrease in percentage. The experimental group chose

‘games by memorizing the words’ and ‘creative activities’. Usually game

activities strongly appealed to students because they have a very strong fun

factor. Game activities still affected on participants as the most efficient

learning method, even after having the lessons that did not involve any kinds

of games based on memorizing for two months. 28.3% of students in EA and

27.2% of students in EB selected creative activities as their second efficient

way to study. EA’s more positive reaction to the lessons involving creativity

seemed to cause their stronger liking to English than EB as shown in Table

4.1.

4.1.2. Surveys for Each Unit

4.1.2.1. Preference for Each Unit

Three units were used for this research and this was for students’ preference

for each unit. The question was “How do you think about this unit?” with

four scales. The data was compared by control/experimental groups with

their before/after responses.

Table 4.7 Preference for Each Unit (unit: respondents’ number)

Control(5-2)Experimental

EA EBUnit4(%) Unit6(%) Unit7(%) Unit4(%) Unit6(%) Unit7(%) Unit4(%) Unit6(%) Unit7(%)

Really like

5(15.6) 2(6.5) 3(10) 10(31.3) 11(34.4) 8(25) 6(19.4) 7(25) 10(37)

32

Like 19(59.4) 16(51.6) 18(60) 16(50) 15(46.9) 16(50) 19(61.3) 14(50) 12(44.4)

Dislike 6(18.8) 9(29) 4(13.3) 5(15.6) 4(12.5) 5(15.6) 6(19.3) 6(21.4) 3(11.1)Reallydislike 2(6.2) 4(12.9) 5(16.7) 1(3.1) 2(6.2) 3(9.4) 0 1(3.6) 2(7.5)

total 32(100) 31(100) 30(100) 32(100) 32(100) 32(100) 31(100) 28(100) 27(100)

Most of the students gave their positive reaction for the lessons and

the experimental group displayed a more positive reaction than the control

group. An average of 67.7% of students responded more than ‘like’ for the

units in the control group, while the experimental group EA and EB

responded 79.2% and 79% respectively.

About the trend of each unit in groups, the control group and the

experimental groups showed differences. The case of the experimental group

showed a comparatively stable trend: EA and EB showed almost similar

response for the unit 4 (more than like: EA 81.3%, EB 80.7%). Their gap in

unit 6 (more than like: EA 81.3%, EB 75 %) was reversed in unit 7 (more

than like: EA 75%, EB 81.4%). The control group showed a bigger change

between the units comparing to the experimental groups. The control group’s

preference on unit 6 was the lowest (more than like: 58.1%) and it went up to

70% in unit 7. They showed similar reaction in unit 4 (more than like : 75%).

4.1.2.2. Comparing to Other Units (Unit 4 only)

Unit 4 was the first unit for the experimental lessons. The purpose at this

survey was to find out how students react to the creative activities that were

introduced for them for the first time in English class and how they responded

about the unit compared to others. The data was compared by

control/experimental groups.

Table 4.8 Comparing the Lessons of Unit 4 to Others (unit: respondents’ number)

Answers Control(%)Experimental

EA(%) EB(%)

33

No differences 18(56.3) 8(25) 11(35.5)

Prefer this unit 12(37.5) 17(53.1) 14(45.2)

Prefer other units 2(6.2) 7(21.9) 6(19.3)

Total 32(100) 32(100) 31(100)

The control and experimental groups reacted differently to this

question. While the control group responded that there was no difference

with unit 4 and the other units, the experimental group showed a strong

preference for unit 4 compared to other lessons. It seems that the students

could feel the differences between the regular activities for practicing and

creative activities involving their thinking skills, and the latter activities

appealed more to them.

Table 4.9 Reasons for the Positive/Negative Reasons about Unit 4 (unit: respondents’ number)

Category Example Control(5-2)Experimental

EA EB

Positive reasons

Preference for the topic 3 0 4

Opportunity to think 2 0 0Lots of activities with friends 1 7 3Opportunity to play games 5 2 5

Etc. 1 8 2Total 12 17 14

Negative reasons

Not interesting topic 0 4 2

Too much asking for thinking 1 3 1Lots of activities with friends 0 0 2

Too easy 1 0 0Etc. 0 0 1Total 2 7 6

The control and experimental groups chose different reason for their

liking about unit 4. The control group selected playing game as the main

reason. In this unit, class 5-2 had lots of games (ex. snatch up, dice game) for

their memorizing/practice, and the students seemed to enjoy those activities.

In the experimental group, the EA answered that they liked this unit because

they could have lots of opportunities to have group activities. However, only

3 students in EB chose this answer for their liking and the main reason to EB

34

was to play games. There was no game activity based on memorizing for the

experimental group, but it seems that they approached the categorizing

activity as a game. After categorizing words into two groups, students had a

chance to discuss and determine each groups’ reason for categorizing, and

this might have appealed to them as a game.

In terms of thinking skills, more students in the control group

responded that they liked unit 4 because they believed they had an

opportunity to think while no one chose it in the experimental group. There

was no activity demanding students’ creative thinking skills in the control

group. At the beginning of each lesson, students had to answer from slides to

recall vocabulary, expressions and sentences and it might appeal to them as a

thinking activity.

In the case of the experimental group, they preferred this unit

because they could have lots of group activities. It seems that the

experimental participants enjoyed group activity more than individual ones,

which affected positively on their preference about this unit.

4.1.2.3. Student’s Impression about Their Participation in Class

This was for students’ own impression about their participation during the

lessons in each unit. The question was “How much are you involved in

class?” with four scales. The data was compared by control/experimental

groups with their response for the units.

Table 4.10 Students’ Own Impression about their Participation in Each Unit (unit: respondents’ number)


EA EBUnit4(%) Unit6(%) Unit7(%) Unit4(%) Unit6(%) Unit7(%) Unit4(%) Unit6(%) Unit7(%)

Very positive

2(6.3) 1(3.2) 2(6.7) 6(18.8) 9(28.1) 9(28.1) 8(25.8) 7(25) 6(22.2)

Positive 25(78.1) 21(67.7) 23(76.7) 22(68.8) 19(59.5) 21(65.6) 20(64.5) 17(60.7) 19(70.4)Negative 5(15.6) 7(22.6) 2(6.6) 3(9.4) 3(9.4) 0 3(9.7) 3(10.7) 2(7.4)

35

Very negative

0 2(6.5) 3(10) 1(3) 1(3) 2(6.3) 0 1(3.6) 0

total 32(100) 31(100) 30(100) 32(100) 32(100) 32(100) 31(100) 28(100) 27(100)

Most students evaluated themselves as active participants through

the units and participation in experimental group was higher than in the

control group. An average of 79.6% of students from the control group

participated well in the lessons over the three units, while an average of

89.6% of students from the experimental group did. In the experimental

groups, both classes showed a higher participation in unit 7 than in any other

units. In unit 7, the students did visualization activities such as creating an

imaginary animal and drawing an image associated with a word. The activity

to create an imaginary animal was conducted after learning the relationship

between beak’s shape and living environment. The students had to create

their own creature drawing which does not exist and writing to explain it. It

seems that visualizing activity appeals to students, which will be discussed in

greater detail concerning their favorite activities.

4.1.2.4. In Order of Their Favorite Activities.

This was for students’ favorite activities used in each unit for the

experimental groups. Individual student chose maximum three activities and

data was calculated into percentage by accumulating their responses.

4.1.2.4.1. Unit 4. What a nice day!

Table 4.11 The Most Favorite Activities in Unit 4 (unit: percentage)

ActivitiesExperimental

EA EB

Making a role play of indirect speech act 26 26.4

36

Change the lyrics 19.8 19.8

Write a poem individually 16.7 14.7

Listen and repeat 9.6 11.6

Listen and fill out the blanks 9.6 11.6

Categorizing the words 9.6 9.5

Write a poem in pairs 13.5 7.4

Total 100 100

The creative activities used in this unit were to make a role play,

change the lyrics, write a poem individually, categorize, and write a poem in

pairs. Non-creative activities that used in this unit were ‘listening and filling

out the blanks’ and ‘listen and repeat’.

Their most favorite activity was to make a role play of indirect

speech act. In a regular class, a role play was conducted as a memorizing

activity for practicing. Same scripts were given to students to perform all the

same acts. In this unit, the task was to write their own role play to have

‘Indirect Speech Act’. The students were asked to make a role play to include

perlocutionary aspects of speech act, which affect interlocutors by delivering

speaker’s intention in indirect ways. For their creating role play, students had

to consider the pragmatic aspects of language use - situations, characters,

their relationship, purposes and way to deliver intention indirectly – using

target words (exclamatory sentences) . All groups in each class could make a

different role play to have indirect speech act under the context that they

created. This was the first time that they made a role play considering

pragmatic language use and as shown in the result, many of students (about

26% from each class) enjoyed this activity.

Their second favorite activity was to change the lyrics of the chant.

The students learned the chant that was introduced in their textbook first and

then changed it according to the places they could think of. As a group, they

had to choose one familiar place to them and modified the lyrics about the

chosen place. The below figure showed the original chant from the textbook 37

and modified one from students.

Figure 4.1 Comparing the Origin and Modified Chants

The origin

→

The modified

<What a nice day!>

Oh nice oh nice what a nice day, oh yeah!

Oh nice oh nice what a nice day, oh yeah!

Oh, it’s so beautiful oh yeah wonderful!

Oh, it’s so beautiful oh yeah wonderful!

Oh nice oh nice what a nice day, oh yeah

Oh nice oh nice what a nice day, oh yeah,yeah!

<What a boring school!>

Oh boring oh boring what a boring school, oh yeah!


Oh, it’s so hard. Oh, yeah, boring!

Oh, it’s so hard. Oh, yeah, boring!



yeah!

This activity appealed to the participants strongly because it was not

just chanting but an activity involving their feelings. Through the process of

discussing the places, they could pull out any words that were related to the

places and their emotion as well. Students seemed to have fun and relate to

the activity in which they could bring out what they really wanted to say like

‘boring school, boring teacher’.

4.1.2.4.2. Unit 6. I get up at six o’clock.



EA EBDoing a role play about the children 40.9 28.2

Make a chant 21.2 22.5Categorizing the worlds 16.7 18.3


38

Listen and fill out the blanks 10.6 11.3Total 100 100

The creative activities used in this unit were to make a role play, chant, and

do categorizing. Non-creative activities that used in this unit were ‘listening

and filling out the blanks’ and ‘listen and repeat’

Their most favorite activity was a role play to write their own script

to describe the children who suffered from the poverty, prejudice or forced

labor. Students read an article about the children who needed help and care,

and then watched movie clips about them. Most of materials for the

information were given in Korean for students’ better understanding. After

learning about their lives, students made two role plays; the first one to show

the children’s current lives and the second one to show their happy lives. For

the second part, students had to discuss the possible situation that the

children could be happy in a realistic/imaginary way. Both groups liked this

role play activity and the EA showed a stronger response than EB. As

previously mentioned, the survey about preference for each unit (Table 4.10),

EA responded highly to unit 6 which had two role play activities, and it

seems to be related to their class mood; they were very active and needed

more effort to focus on direction/listening than any other classes. Usually

role plays require lots of movements and probably it appeals more to the EA

than EB because of the active mood of EA.

Their second favorite activity was to make their own chant. The

language objective of this unit was to learn the daily routines and students

made a chant about their wish day as a group. Like the changing lyrics in

unit 6, students could practice the language to involve their personal feeling

or hope by making their wish day, which seemed to appeal to them.

In non-creative activities, about 19% of students chose ‘listening and

repeating’ activity as their favorite one. This response was quite strong and

39

even stronger than the creative activity of categorizing. ‘Listening and

repeating’ activity was mainly conducted with the native teacher, who had a

very good relationship with students, as a whole class. It also seems to be

related to the mood of EB, which is less active and quieter, and less stressful,

by the activity. Most of the creative activities demanded that the students be

active participants and there might be some students who felt burdened by it.

4.1.2.4.3. Unit 7. How’s your sister?



EA EB

Create an imaginative animal 28.6 24.6

Write a role play 27.5 19.5

Draw an associated picture to the given words 17.6 18.2Information about the relationship between the bird’s beak and its

food7.7 11.7




Total 100 100

The creative activities that were used in this unit were to create an

imaginary animal, make a role play, draw an associated picture to a word,

and change the lyrics of the song. Non-creative activities that used in this

unit were ‘listening and filling out the blanks’ and ‘listen and repeat’. The

scientific content of ‘the relationship between the birds’ beak and their food’

was used in this unit.

In unit 7, their most favorite activity was to create an imaginative

animal using the information that they learned. In 5th lesson, they learned

about the scientific contents and visualized imaginative animal by using the

contents. Their second favorite activity was to make a role play using the

40

target sentences. Students had to think and create the proper language

context to use words. Common types of role play used in English class is

focusing on familiarity for practicing/drilling and this creative role play was

focusing more on the processing to have freedom of choice in language. The

response for making role play in EA was still higher than EB, and they

seemed to enjoy this process. The third ranked ‘draw an associated picture to

the given words’ activity also asked to students to visualize words. They had

to draw a picture that could be reminded from a word. This activity asked

students to use metaphorical thinking skill and it strongly appealed to them.

4.1.2.5. In Order of Their Least Favorite Activities

This was for students’ least favorite activities that were used in each unit for

the experimental groups. Individual students chose maximum three activities

and data was calculated into percentage by accumulating their responses.

4.1.2.5.1. Unit 4. What a nice day!

Table 4.14 The Least Favorite Activities in Unit 4 (unit: percentage)


EA EB

Making a role play using the target sentences 4.8 6.6


Write a poem individually 13.1 18.4


41


Categorizing the words 16.7 17.1

Write a poem in pairs 14.3 21.1

No response 1.1 1.3

Total 100 100

Two classes showed different reaction for the question. The EA

chose simple practice such as listening and filling in the blanks, while EB

selected the activity of writing a poem. Writing a poem activity needed lots

of writing skill that students usually do not like. Also, this creative writing

activity can be a good way to pull out students’ deep emotion, but it leaded to

lower preference to some students who did not want to be an active writer.

Comparing to the poem activity, learners participate in class passively by

copying, tracing or substituting in common language class.

4.1.2.5.2. Unit 6. I get up at seven everyday



EA EBListen and fill in the blanks 28.8 24.5

Change the lyrics 15.4 19.3Categorizing 25.1 26.3

Listen and repeat 19.2 21.1Role play 11.5 8.8

Total 100 100

Both classes chose the listening and filling in the blanks as their least

favorite activity. Their second least activity (categorizing) needed lots of

thinking to divide the words. They had to think hard to find the differences

and commonality between the words. In this unit, students had to divide the

words about daily routines, such as get up, wash the face, go to school, have

lunch, into two groups by their own choices. Indoor and outdoor activities

were the one of examples that students made. This activity involved students’

42

divergent point of view, and it was a burden for some of them as shown in

the table.

4.1.2.5.3. Unit 7. How’s your sister?



EA EBCreate an imaginative animal 7.9 5.5

Write a role play 11.1 10.9Draw an associated picture to the given words 1.7 0

Information about the relationship between the bird’s beak and its food

22.2 16.4

Change the lyrics 9.5 14.5Listen and repeat 23.8 25.4

Listen and fill out the blanks 23.8 27.3Total 100 100

Both groups chose the simple practice by repetition as their least

favorite activities. Activities such as ‘listening and repeating’ ’listening and

filling out the blanks’ were based on the practice for language familiarity.

About their least favorite activity, only 1 out 118 responses chose ‘Draw an

associated picture to a word’ activity. As was explained above, this activity

was related to student’s visualization ability, and it appealed strongly to

them.

4.2 The Result of the Language Achievement

4.2.1 Compare the Midterm and the Final Test Score

The test scores of midterm and final were used to compare the participant’s

achievement between the control and experimental groups. The formats of

two tests were similar by using similar type of questions about students’

listening, reading and writing skills. However, students’ average score went

43

down in the final test because some scientific contents (relationship between

bird’s beak and environment) were used in the test. Out of 25 questions, two

questions were asked about the scientific knowledge in the final test, while

all 25 questions were about language expressions only in the midterm test.

Table 4.17 The Exam Score of Midterm and Final (unit: average score)


EA EB

boy girl total boy girl total Boy girl total

Midterm 75 86.7 80.9 72.5 78.9 75.7 79.5 84.4 81.9

Final 69.3 82.1 75.7 72.3 77.6 74.9 76.1 80.2 78.2

Increase/Decrease -5.7 -4.6 -5.2 -0.2 -1.3 -0.8 -3.4 -4.2 -3.7

In the test result of the midterm, the EB showed the highest

achievement and the 5-2 followed. The EB’s gap of the score with 5-2 was

1.0 points, and 6.2 points with EA. The lowest EA showed 5.2 points behind

of the class 5-2. In the final exam result, the rank did not change. The EB

ranked as the first class and 5-2, EA ranked respectively. However, the gap

of score between the classes went down in the final test: the gap between the

EA and 5-2 was 0.8 points. Between the EA and EB was 3.3 points and

between the EB and class 5-2 was 2.5 points. Comparing the degree of

increase/decrease with midterm and final test, the EA got the smallest

change; while class 5-2 and EB decrease 5.2 and 3.7 for each, EA decreases

only 0.8 points.

4.2.2. Comparing the Score Before and After the Each Unit

Language tests were conducted before and after each unit and the scores

were used here to compare the differences between the control and

experimental groups.Table 4.18 The Test Score of Each Unit (unit: average score)

44

5-2 EA EB

Before After Increase Before After Increase Before After increase

Unit 4 75 81.1 6.1 69.8 80.8 11 76.3 82 5.7

Unit 6 69.7 84 14.3 68.1 81.6 13.5 74.5 84.5 10

Unit7 69.5 82.8 13.3 63.4 79.5 16.1 69.2 82.6 13.4

Every class increased their score after having the lessons in each

unit. The control group increased an average of 11.2 points and the

experimental group, EA and EB, increased an average of 13.5 and 9.7 points

respectively. In unit 4, the EA showed the highest improvement in the test

and the control group got the highest improvement in unit 6. The EA got the

most improvement in unit 7 again. The degree of improvement in total was

higher in the experimental group than the control group. However, the

control group showed the highest improvement in unit 6. In this unit, the

students in the experimental group had four lessons of role play for their

performance using their speaking skills. Two lessons of reading/writing

activity were conducted in the experimental group while the control group

had five lessons of reading/writing in the unit. The test assessed their

listening, reading and writing skills, but not their speaking skills. This test,

therefore, was not valid to assess their speaking skills of the experimental

group.

Chart 4.1 Accumulation of Increased Scores (unit: increased points from each unit)

455-2 EA EB

0

20

40

60

unit 7unit 6unit 4

This was the accumulation of increased scores over the three units

and it showed that the EA got the biggest change of the score in unit 4 and 7.

Like Table 4.1, it was shown that EA had progressed the most in language

achievement.

Table 4 .19 The Rate of Correct Response for the Each Question in Unit 7 (unit: percentage)

EA 5-2 EB

Before AfterIncrease/Decrease



Q 16 21.9 34.4 +12.5 54.8 46.7 -8.1 20 48.1 +28.1

Q. 17 46.9 53.1 +6.2 58.1 70 +11.9 30 59.3 +29.3

Q. 18 43.8 56.3 +12.5 41.9 60 +18.1 36.7 40.7 +4

Q. 19 6.3 40.6 +34.3 3.2 46.7 +43.5 3.3 40.7 +37.4

Q. 20 6.3 43.8 +37.5 6.5 53.3 +46.8 6.6 55.6 +49

Average 25 45.6 20.6 32.9 55.3 +22.4 19.3 48.9 +29.6

This table shows the rate for correct answers from question 16 to 20

in unit 7. Unlikely the test questions from units 4 and 6 which asked

language ability only, the five questions above in unit 7 asked scientific

contents along with target expressions. There might be some students who

benefited from language learning through private education, like a hagwon

(private academy) or tutoring. In lesson 7, scientific information was used

for learning descriptive words, which were developed by the researcher.

There was a very low possibility that students had a lesson about this topic in

other places, so this data was analyzed to check which class got the most

benefit for their language achievement from the lessons.

From Table 4.18, the average of the experimental group increased

more than the controlled group, and EB got the most increased score than

any other classes. In unit 7, after learning about the shape of beaks and

relationship with environment, the control group reviewed the contents by 46

having a quiz, while the experimental group had a creative activity to create

an imaginary creature using their information. From the result, EB got the

most benefit from the lessons for their language/contents and it might be said

that using creative activities helps students’ language learning.

Chapter 5. Discussion

This research has been conducted to find how language lessons involving

creativity would affect students. For this purpose, two questions were set up

and they will be discussed here. These are:

47

1) How do students react to the lesson involving creativity?

2) Do creative thinking skill involved tasks help language learning?

5.1. Research question 1

The creative activities that were used for the experimental group

made a positive change on students’ beliefs and affinity about English

learning. After the experiment, creative activities were ranked highly next to

the fun games as favorite and supporting activities for efficient language

learning. However, creative activities seemed not to be significantly affective

on students’ preference toward English classes.

The degree of increase in the control group was much greater than in the

experimental group after the experiments in terms of preference on English

class, and there could be several reasons for this. First, the final survey was

conducted right after finishing unit 7 and the students’ positive reaction to

the unit from the control group could bring this result. In the survey for their

preference about each unit shown in Table 4.7, the control group responded

highly to unit 7 (more than like: 70%). It is quite a rise reminding the result

from the survey before that only 62.5% of students in the control group said

that they liked English. The positive response of 70% of students about unit

7 might have lead to this increase.

Second, it could be that before the experimental lessons were conducted,

experimental groups’ preference on the English lessons (78% & 87%) were

almost 15% higher than that of the control group(62.5%). In terms of

preference increase, a significant difference existed between the two groups

from the start. It means that the room for growing affinity with English was

much more bigger in the control group than in the experimental group. Third,

there was the issue of student’s language level differentiation; before the

48

experimental lessons, activities for students’ literacy were differentiated as

mentioned earlier. For this research, the experimental groups had lessons

through co-teaching, while the control group kept the differentiated lessons

as they did before. Students in the control group could get more help from

teachers in separated smaller group class. Usually students showed more

difficulty in reading and writing than speaking and reading activities in

common lessons. By having dividing students into differentiated groups,

teachers gave lessons to address their level of language ability and there is a

possibility that some students who prefer the differentiated lessons to

creative activities to cause the decrease of their preference on English.

Participant’s belief about the efficient way of learning for their

language lessons showed changes through the lessons. From the pre survey,

most of the participants believed that practicing, such as ‘listen and repeat’

(the control group: 43.8%, EA: 31.3%, EB: 29%), ‘games by memorizing

words’ (the control group: 40.6, EA: 25%) and ‘learn a song/chant’ (EB:

25.8%) were the two best ways to learn English (see Table 4.9). Their

favorite activity was ‘games by memorizing the words’ (the control group:

28.1%, EA: 28.1%, EB: 35.5%) in both groups as well (see Table 4.5).

English lessons at elementary school are dedicated to guiding students to

practice the target expressions in various activities, like fun games and

chants, and the survey revealed this tendency. Students have been practicing

English mainly through pattern dills with fun activities and their experiences

strongly affected the participants’ belief about the way to learn language.

This tendency changed in both experimental classes after having the

lessons involving student’s creativity. There was no change in the control

class about their favorite activities (‘games by memorizing the words’,

‘activities involved my own thinking’) and efficient learning ways (‘listen

49

and repeat’, ‘ games by memorizing the words’) before and after the

experiment. Meanwhile, the experimental classes showed different responses

about the questions. EA and EB alike selected ‘games’ and ‘creative

activities’ as their favorite activities and efficient learning ways after the

experiment (see Table 4.5 and 4.6). The creative activities that were used for

the experimental group changed students’ belief and liking toward the way of

English learning.

The experimental lessons provided lots of creative activities that

challenged students’ creative thinking. In table 4-3, there were some students

who showed little interest in English class because class materials were too

easy for them. However, there was no student who responded that the

experimental lessons were too easy. So far, students had been given

common types of activities focusing on repetition, but they were given a

chance to think creatively to conduct their tasks in the experimental lessons.

The creative activities gave cognitive challenges to learners and it seems to

bring such a change in students’ perception about favorite activities and

efficient learning way in English class. This result matches Kang (2007)’s

research that using cognitively proper activities on elementary school

students brought positive impact on their perceptions and attitudes towards

the lessons.

The two experimental classes showed different responses toward the

creative activities. Both EA and EB had a strong liking and participation

about English class before the experimental lessons, but responded

differently after the experiment. EA increased positively in the liking and

participations, while EB decreased in the both areas as shown in Chart 5.1

and 5.2. Chart 5.1 Preference on English Chart 5.2 Participation in English Class

50

EA EB7075808590

beforeafter

EA EB80859095

100

beforeafter

As mentioned earlier in Table 3.3 and 3.4, they had very different

class moods and characteristics. EA preferred activities based on body

movements than listening, compared with EB. Such an EA’s characteristic

makes louder, noisy class mood and it makes them prefer the creative

activities to common activities used in English class as shown above.

Common English lessons focus on practicing the target words with fun

activities. Namely, target words are set up from the beginning and students

practice them continuously through various activities under the teacher’s

support. Mostly compliant and attentive students, like EB, tend to follow

teacher’s direction well and they do not have to be active in common English

lessons. So they may find common English activities more enjoyable than

the lessons to express their own ideas. It can be checked from Table 4.11 to

4.16. EB showed their stronger liking to the passive activities, such as

‘listening and repeat’ (Table 4.12, 4.14), ’listening and filling out blanks’

(Table 4.12, 4.14, 4.15),’getting a new information’ (Table 4.13,4.16) than

EA. On the contrary, less attentive and focused learners, like EA, tend to

show unexpected responses beyond a teacher’s expectation and allows them

to express themselves more openly. They showed higher preference and

participation about the activities involving creative thinking as shown in the

above charts. It is likely that the students of EA saw their chances to express

themselves in the experimental lessons focused on divergent reactions from

students. Divergent oriented classes may have offered the less attentive

students the experiences to learn the language with dynamic contents, which

are open to many ideas and answers.

51

EA EB7075808590

beforeafter

EA EB80859095

100

beforeafter

There is a difference between the control and experimental groups in

terms of preference on each unit as shown below.

Chart 5.3 Students’ Preference on Each Unit

unit4 unit6 unit750

60

70

80

90

5-2EAEB

While experimental classes were showing a small difference on

preferences by each unit (EA: 81.3%→81.3%→75%, EB:

80.7%→75%→81.4%), control group was showing big differences between

the units (the control group: 75%→58.1%→70%). The activities introduced

to the control group were designed for learning the basic expressions in the

textbook through repetitions in various ways. The least favorite unit 6

provided too many language practices that brought about such a drop, as

shown in the chart above. Even though both units 4 and 6 had similar

exercises focusing on sentence structure, the participation rate dropped in

unit 6 due to longer lessons; there were 8 lessons in unit 6, while there were

6 lessons in unit 4. The students chose games as the most popular activity

even after the experimental lessons (see Table 4.5), but their liking toward

game activities went down when learners were exposed to those activities

too much, as in unit 6. This result matches the control groups’ low

participation in unit 6. Their participation in unit 4 and 7 were similar (unit

4:84.4%, unit 7: 83.4%), while it dropped in unit 6 (70.9%). Activities based

on practicing, like games, appeal strongly to the students, but it might make

52

students bored by using the same expressions over and over again in

different ways.

In the case of experimental classes, their preference on each unit was

different according to the favored activities as well. Their different class

mood may affect their preference. However, the key issue was the

satisfaction about the creative activities; the students’ experiences in which

they voluntarily could seek the right expressions and apply them into the

situations seem to bring this steady tendency. Tables 4.11 to 16 showed that

EA and EB’s high preference on creative activities to exercising. Also, Table

4.8 showed that the experimental lessons strongly appealed to the

participants. From the creative tasks, the students could have a purpose to be

engaged in learning that appealed to them. Starko (2010) said that creativity

involves effort to make something work and this effort let students engaged

into process of doing activities in English class.

5.2 Research Question 2

Using creative activities brought clear language achievement to less

attentive class, but it was not evident if those activities were more helpful

than level differentiated lessons.

Clear achievement happened in both groups after the lessons. Chart 5.4

shows the average increased scores before and after three units. Chart

5.5 shows the gap between the midterm and the final exam test scores.Chart 5.4 The Increased Points in units Chart 5.5 Gap between the Midterm and Final Tests

53EA 5-2 EB

-6-5-4-3-2-10

EA 5-2 EB0

5

10

15

It shows that EA got a higher achievement than any other classes. From

research question 1, their preference and participation increased after having

the creative lessons. The experimental lessons were not only affecting their

preference but also their language achievement as well. As mentioned earlier

about unit 6, the test may not be valid; while the main activities for the

experimental group were about speaking, the test mainly asked about literacy

and listening abilities. With unit 6, although the experiment groups fell

behind the control group in terms of score improvement, the average score

covering all three units were shown differently on the chart above. Creativity

involved lessons in language classes put emphasis on voluntary

participations of the students by giving the tasks that were open to divergent

thinking. It seemed to give the participants meaningful input to lead to

language achievement. Lightbrown and Spada said (1999, p.122), “When

learners are given the opportunity to engage in meaningful activities they are

compelled to ‘negotiate for meaning,’ that is, to express and clarify their

intentions, thoughts, opinions, etc., in a way which permits them to arrive at

a mutual understanding“. The creative experimental lessons require utilizing

students’ previous knowledge and experiences in various language situations.

The language skills acquired in the process of completing the tasks may have

affected their scores in a positive way.

As for the case of the control group, the collaboration of a Korean

teacher and her native co-worker was done to deal with the gap from

different levels of the students. The controlled students were level

differentiated into two groups and each teacher tried to satisfy the different

needs in reading and writing activities. In tests for each unit, the control

group increased (33.7 points in total) behind of EA (40.6points in total) and

54

ahead of EB (29.1 points in total). Comparing the midterm and final exam,

the control groups’ decreased score was the biggest among classes (the

control group: -5.2points, EA: -0.8 points, EB:-3.7 points). This result

suggests that level differentiation may be important for language learning,

yet it might work better with joined efforts with divergent thinking skills

well in place in language learning.

Chapter 6. Conclusion

From the survey about participant’s perception on English class, most

students believed that language focusing activities were the best ways for

their learning before the experiment. This belief did not change in the control

group, but two experimental classes responded differently after having

creative activities. Their most favorite and efficient way of learning was still

game activities, but ‘creative activities’ also was their second choice for

favorite and efficient way of learning. From their positive experiences

55

involving divergent and imaginary thinking, they went on to change their

perception about English lessons. Such a positive educational experience

affected their perception even after the experiment was finished. Some of

their favorite creative activities, such as making role play and visualization

by drawing images of words, are still used in English class with students’

strong participation.

However, their positive learning experiences responded differently

between the experimental classes. While EA, more active class, increased

their interests and participations in English class after the experiments, EB,

less active class decreased theirs. Their different class moods, students’

characteristics made the differences and it can be said that a teacher’s

discipline is needed depending on the class mood.

The preference on each unit between the control and experimental

groups was quite different. While the experimental classes showed a steady

tendency through the three units, the control group showed big differences.

This result says that using repeat type activities might make learners bored

by letting them practice repeatedly even with a fun factor.

About participants’ language achievement, EA got the most benefit

from the experiment. Their liking and high participation into creative lessons

lead to language achievement as well. The control group which had level

differentiated lessons was ahead of EB and behind EA in terms of increasing

score of test on each unit. It suggests that level differentiation may be

working to help students’ learning, but creative activities with divergent

thinking skills could be a useful method for language achievement as well.

6.1. Limitations

This research was conducted with fewer than one hundred participants.

56

There were only thirty students in the control group compared with the 62

students in experimental groups. Therefore, it is hard to generalize the results

from this research.

There are some limits in terms of the test tool for measuring

students’ language achievement. First, all test papers were designed in

traditional way: asking for convergent answers. The experimental groups had

lots of activities to involve divergent answers with various situations, while

the control group had lessons to focus on language only. Therefore, the test

tools were more valid to the control group. Second, the tools that used to

measure students’ language achievement, three test papers for each unit and

midterm/final test papers, were developed by the researcher. Because they

were created for this research only and not authorized tool, they did not

supply sufficient validity and reliability as test tools.

Another limit of this study is the broad concept of creativity. Even

though several definitions from researchers were presented to come up with

the core characteristics of creativity, it is not clearly defined in this paper.

Further research and study will be needed to clarify the definition of

creativity in English class.

6.2. Implication

‘Creativity’ is an arising issue in education filed, but there are not many

research conducted related to it, especially in language learning area.

Through the research, many creative activities were developed which can be

applied into language class. This was a new trial to use students’ creativity

for their studying of English. As shown in the results of this research, bring

creativity into a language class can give an opportunity to happen

meaningful learning by using their divergent ideas or personal experiences.

Also, it was found that these activities could be more appeal to the less

57

attentive students which opens to a new approach for them.

References

Austin, L. J. (1962). How to do things with words. Oxford: Oxford University Press

Barron, F., & Welsh, G. S. (1952). Artistic perception as a possible factor in personality

style: Its measurement by a figure preference test. Journal of psychology, 33, 199-203.

Barron, F. (1969), Creative person and creative process. New York: Holt, Rinehart &

Winston.

Barron, F.& Harrington, M. D., (1981), Creativity ,intelligence, and personality, Department

of Psychology, University of California, California(from http://www.annualreviews.org/doi/pdf/10.1146/annurev.ps.32.020181.002255 )

Brauer, G. (2002). Body and language: intercultural learning through drama. London:

Ablex Publish

58

http://www.annualreviews.org/doi/pdf/10.1146/annurev.ps.32.020181.002255

Brown, H. D. (2004). Language assessment. New York: Pearson education,Inc.

Bygate, M.(1999). Task as context for the framing,refraiming and ungraming of language.

Source:system,27:1,33~48

Cropley, A. J. (1997). More ways than one: fostering creativity. New Jersey: Ablex

Publisghing Corporation.

Collins, D. (2005). A Synthesis Process Model of Creative Thinking in Music Composition:

SAGE Publications(from http://pom.sagepub.com/cgi/content/abstract/33/2/193)

Dacey, J. S. (1989). Fundamentals of creative thinking. Lexington, MA: Lexingtone Books

Dewey, J. (1920). How we think, Boston: Health.

Ellis, R. (2003). Tasks in SLA and language pedagogy. Source:task-base language learning

and teaching, Oxford: Oxford University Press

Gardner, H., & Winner, E. (1982). The child is father to the metaphor. In H. Gardner (Ed. ) ,

art, mind and brain , New Yor: Basic book.

Isaksen, S. G. (Ed. ). (1987). Frontiers of creative research: Beyond the basics. Buffalo, NY: Bearly.

Kang, Nam-Joon, (2007). Understanding Differences between Lower and Upper-grade

Learners’ Perceptions and Attitudes towards English Lessons. Source : ENGLISH TEACHING

Vol.62 No.4 / 2007 . 한국영어교육학회

Kao, S., & O'Neill, C. (1998). Words into worlds: learning a second language through

process drama. London: Ablex publishing corporation.

Krashen, D. S.,(1982), Principles and Practice in Second Language Acquisition, Pergamon

Press Inc, (from http://www.sdkrashen.com/Principles_and_Practice/Principles_and_Practice.pdf)

Levinson, Stephen C. (1983). Pragmatics. Cambridge: Cambridge University Press

Li Tan. (2010). (A)Study about the relationship of motivation and behavior style influence on

creativity: a comparison between Korean and Chinese students. 경산: 영남대 대학원

Lightbrwon, P. M, and Spadam N. (1999). How languages are learned, Oxford; Oxford

University Press

Littlewood, W. (2005). Communicative language teaching. Cambridge: Cambridge

university press.

Lubart, T. (1994). ‘Creativity’, in R. J. Sternberg (ed.) Thinking and Problem Solving, pp.

289~332. San Diego, Ca:Academic Press

Mackinnon, d. W. (1978). In research of human effectiveness. Buffalo, NY: Creative

Education Foundation.59

Mey, J. L. (2001). Pragmatics: an introduction. Massachusetts: Blackwell.

Newman L.J.(2005). Talents and Type Ills: The Effects of the Talents Unlimited

Model on Creative Productivity in Gifted Youngsters, Roeper Review, Winter 2005,

Vol . 27, No. 2, 84-90. (from http://www.gifted.uconn.edu/sem/pdf/Talents_and_Type_IIIs.pdf)

Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge:

Cambridge University Press.

Osborn, A. F. (1953). Applied imagination. New York:Scribner’s.

Piaget, J. (1960). The child’s conception of the world. London:Routledge.

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, 83 – 96.

Schlichter, C., Palmer, W. R., & Palmer, R. (1993). Thinking smart: A primer of the talents

unlimited model. Mansfield Center, CT: Creative Learning Press

Searle, R. J. (1969). Speech Acts: en essay in the philosophy of Language. Cambridge:

Cambridge University Press.

Skehan, P., (1996). A framework for the implementation of task-based

instruction.source :applied linguistics,17:1,38~62

Slanter, A., & Bremner, G. (Eds.) (2003). An introduction to developmental psychology.

Oxford: blackwell.

Smutny, J. F., & Remd, S. v. (2009). Igniting creativity in gifted learners,K-6. California:

Corwin press.

Starko, A. J. (2010). Creativity in the classroom: Schools of curious delight. New York:

Routledge.

Sternberg,R.J.(2004). International handbook of intelligence. New York : Cambridge

University Press.

Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The creativity conundrum.

Philadelphia, PA: Psychology Press.

Snyman, A.,&De Knock, D.M.(Eds.) (1991). Problem solving and creative thinking in

structured second language teaching. The journal of creative behavior,25(3),228-240.

Wallas, G. (1926). The art of thought. New York: Harcourt Brace.

Wood, D. (1993). How children think and learn: the social contexts of cognitive

development (2nd ed.). Oxford, UK: Blackwell.

윤, 희백(1998), 창의력 증진을 위한 학습자 주도적 영어 수업 모형. 초등영어교육 4.2. 60

http://www.gifted.uconn.edu/sem/pdf/Talents_and_Type_IIIs.pdf

pp.73~96.한국초등영어교육학회

최, 은녕(2011). 교사가 함께 하는 쌓기 놀이가 유아의 창의성에 미치는 영향. 부산

경성대교육대학원.

Appendix A : The Midterm Test paper

1. 다음 ‘보기’에서 들려주는 표현과 같은 것은? ( ) ① ② ③ ④ ⑤

2. 다음 중 Ms. Taylor 의 기분을 나타내는 그림은? ( )

① ② ③ ④ ⑤

3. 다음 중 대화가 가장 자연스러운 것은? ( ) ① ② ③ ④ ⑤

4. 다음 질문을 듣고 질문에 맞는 여러분의 대답을 쓰세요.

61

5. 다음을 잘 듣고 월요일에 공부할 과목이 아닌 것은? ( )

① art ② Korean ③ English ④ math ⑤ music

6. 다음 시간표에 대해 올바르게 설명한 것은? ( )

① ② ③ ④ ⑤

Monday Tuesday Wednesday Thursday Friday

science music English art Korean

7. 다음 중, 이어질 응답으로 가장 알맞은 것은? ( ) ① ② ③ ④ ⑤

8. 대화에 나온 물건의 바른 위치는? ( )

물건

① ④ ④ ④

※ 다음 대화를 듣고 물음에 답하시오.(9~10)

9. 오늘은 무슨 요일인지 고르시오. ( )

① It's Monday ② It's Wednesday ③ It's Friday ④ It's Saturday. ⑤ It's Thursday.

10. 다음 중 대화의 내용과 일치하는 것은? ( )

① 오늘은 화요일이다 ② 제인은 머리가 아프다

③ 앤은 시간표를 잘못 알고 있다 ④ 제인과 앤은 서로 아는 모르는 사이다.

⑤ 제인은 오늘 미술 수업이 들지 않았다.

※ 주어진 낱말과 문장 부호를 바르게 배열하여 쓰시오 (11~12)

62

11. Q: Do you like Korean class?

⇒

12. this / your/ ? / Is / book ⇒

13. 밑줄 친 곳에 공통으로 들어갈 영어단어를 쓰시오. ( )

A: ______ is the ball? B: It's behind the table.

A: ______ is the apple? B: It's next to the table.

14. 좋아하는 과목( )이 표시된 앤의 시간표 를 보고 일치하는 문장을 고르시오. ( )

Monday Tuesday Wednesday Thursday

art Korean English English

math music science math

① I like math class. ② I like science class.

③ I have math class on Tuesday. ④ I have art class on Wednesday.

⑤ I have music class on Thursday.

15. 그림과 단어가 잘못 짝지어진 것은? ( )

① ② ③ ④

bookcasemath headache name

16. 그림에 맞게 문장을

완성하시오.

(각 2 점씩)

① The apple is _______ the table.

63

I / it / very / like / . / much

② The ball is _______ the box.

17. 다음 글을 읽고 오늘이 무슨 요일인지 고르시오 ( )

① 월요일 ② 화요일 ③ 수요일

④ 금요일 ⑤ 토요일

월 화 수 목 금 토

1

2

3

국어

수학

영어

영어

과학

음악

영어

과학

수학

음악

국어

영어

과학

음악

국어

과학

국어

수학

18. 다음 그림에 맞게 문장을 완성하시오.

A: How are you?

B: Not good.

I have a ____________.

19. 대화문을 순서에 맞게 배열하시오. ( ) → ( ) → ( ) → ( ) → ( )

ⓐ Sorry to hear that.

ⓑ I'm okay. How about you?

ⓒ Hello, Jinho.ⓓ Not good. I'm tired.

ⓔ Hello, Nami. How are you?

20. 다음 과목을 바르게 짝지으시오.

music ․ ․ 국어

English ․ ․ 미술

Korean ․ ․ 음악

art ․ ․ 영어

21. 다음의 물음에 대해 대답하는 말로 올 수 없는 것은? ( )

64

A: How are you? B: I'm , thank you.

① fine ② very well ③ good ④ headache ⑤ great

22. 밑줄 친 곳에 들어 갈 낱말로 알맞은 것은? ( )

A: Hi, Susan. How are you?

B: Fine, thanks. How _____ you?

① in ② about ③ from ④ to ⑤ on

23. 나미가 찾는 것은 무엇이며, 어디에 있는지 바르게 연결된 것을 고르시오. ( )

Nami : Where is my pencil case?

Is it under the desk?

Mom : No. It's on the chair.

① 필통 - 책상 아래 ② 필통 - 의자 위

③ 책 - 책상 아래 ④ 책- 의자 위 ⑤ 의자- 책상 옆

※ 다음을 읽고 물음에 답하시오.(24~25)

Who am I?Who am I?Can you ( ⓐ )?Hamin likes me very much.Her mother and dad ( ⓑ ) me a lot, too.I am with her ( ⓒ ) all the time.

24. ( )안에 들어갈 단어들을 순서대로 쓴 것은? ( )

① laugh - watch – family ② like - watch - father

③ guess - like – family ④ watch - cry - mother

⑤ watch - like - friend

25. 이야기의 내용과 일치하면 T, 일치하지 않으면 F 를 써 봅시다.(각 2 점씩)

① Hamin's family doesn't like me ( )

② Hamin has a mom and a dad. ( )

65

Appendix B : The Survey Questions about Student’s Characteristics

scaleVery

negative전혀그렇지

않다

Negative그렇지 않다

Neutral보통이다

Positive그렇다

Very positive매우 그렇다

1. I like activities to move my body in

class나는 수업할 때 몸을

움직이는 활동을 좋아한다.2. I like to listen to teacher’s lecture

나는 선생님의 설명을 듣고 이해하는 수업을 좋아한다.3. I like to express my ideas/ feelings.나는 내 생각이나 감정을

표현하기를 좋아한다.

66

Appendix C : An Example of Activity in the Textbook ( a dice game)

Appendix D-1: Lesson Plan for Unit 6(*level differentiation)


67

LessonsContents


1st lesson

• Listen and repeat the new words

• Practice the target language using

pictures.

• Sing a song – What’s the time, Mr.

Wolf?’


• Categorizing activity – categorize the

introduced new words into two groups.

Students set up their own standard to

divide. A group introduces their result and

the rest of the groups guess the standard

that they use.

2nd lesson

• Listen and fill out the blanks

• Information gap activity – fill out the

blanks by asking and answering about

the daily routine.

• Learn the chant

• Change the chant – think about their wish

days and change the lyrics about it.

3rd lesson

• Sing a song

• Listen and fill out the blanks*

• Read the words and sentences*

• Share the changed chant –each group

introduces their chant.


• Make a guessing game – choose a

character from stories and make a quiz

about the character by giving their daily

routines

4th lesson• Write sentences using the given

words*

• Think about the children who suffered

from hard working/prejudice

• Learn about their daily routines

5th lesson

• Story time – read the story on the

textbook*

• Write down the sentences*

• Think about the solution –How can we

help them?

• Imagine their happy day and write down.

6th lesson• Make a mini book – introduce your

daily routine.

• Make a role play – two role plays about

their unhappy day and a happy day with

their own solution.

7th lesson• Wheel game- say the sentence on a

picture to get a point.

• Presentation – each group presents their

role play.

8th lesson • Project – Introduce an animal’s daily routine by imagination.

68

Appendix D-2: Lesson Plan for Unit 7(*level differentiation)


LessonsContents


1st lesson


• Practice the target language using

pictures.


• Draw an associated picture to a word –

choose a word that they don’t know before

and draw a picture that reminds of the word

on the paper. The rest of students guess the

word by the picture.

2nd lesson

• Drill practice – listen and repeat the

dialogue


• Snatch up game - listen and grasp

the card that named.

• Learn the song

• Change the song to introduce a character

from movies or stories.

3rd lesson

• Listen and fill out the blank*.

• Practice the describing words with

the interesting pictures.

• Learn and sing a song

• Listen and fill out the blanks.

• Make a role play using key expressions.

4th lesson

• Find my friend – all students stand

up and sit down as direction goes up.

If the description I not match to them,

they have to sit down.

• Draw a monster by listening to the

direction.

•Complete the describing sentences*

• Prepare for the role play.

• Do a presentation

5th lesson• Learn about birds’ beak.

• Learn about the relationship between the beaks and environment .

6th lesson

• Review with the slides

• Check their knowledge by doing

a game – students have to answer

to the question that given on the

pictures.

• Review with the slides

• Make a mutated animal – give an imaginative

situation and let students create a mutated animal

that can survive under the situation.

Appendix E. Surveys

69

[E-1. Pre survey]

1. What do you think about English ? 영어에 대해 어떻게 생각합니까?

really like ① 매우좋아한다 ② like 좋아한다 ③ dislike 싫어한다 ④ really dislike 아주 싫어한다

2. What do you think about English class in school? 학교 영어 수업을 어떻게 생각합니까?

really like① 아주 좋아한다 ② like 좋아한다 ③ dislike 싫어한다 ④ really dislike 아주 싫어한다

[ go to 2-1 if you chose or , go to 2-2 if you chose or ]① ② ③ ④

[ ①② 라고 대답한 사람은 1-1 로, ③④ 라고 대답한 사람은 1-2 로 가세요]

2-1. Why do you like English class? 영어 수업을 왜 좋아하나요?

① I like English itself 영어 자체를 좋아해서

② There are many interesting activities 재미있는 활동을 많이 해서

③ There are many opportunities to think 생각할 수 있는 기회가 많아서

④ Because of teachers 선생님이 좋아서

⑤ Etc. ( ) 기타

2-2. Why don’t you like English? 왜 영어수업을 싫어하나요?

① Lessons are too easy 내용이 너무 쉬어서

② Lessons are not interesting 수업 활동 내용이 흥미롭지 않아서

③ Lessons are too difficult 내용이 너무 어려워서

④ Because of the pressure for studying 영어 공부를 자꾸 하라고 강요해서

⑤ Etc. ( ) 기타

3. How much are you involved in class? 수업 시간에 참여하는 태도는 어떠한가요?

very positive ① 아주 적극적으로 참여한다 ② positive 열심히 참여하는 편이다

negative ③ 약간만 참여한다 ④ very negative 거의 참여하지 않는다

4. How much are you involved in other classes? 다른 수업 시간에 참여하는 태도는?

very positive ① 아주 적극적으로 참여한다 ② positive 열심히 참여하는 편이다

negative ③ 약간만 참여한다 ④ very negative 거의 참여하지 않는다

70

5. How do you think about the topics introduced in the textbook? 교과서에서 다루는 주제에

대해 어떻게 생각하나요?

really like ① 매우 흥미롭다 ② like 흥미롭다 ③ dislike 흥미롭지 않다 ④ really

dislike 전혀 흥미롭지 않다

6. Prioritize the most common activities as you have in English class 영어 수업 시간에 많이

하는 활동 순서대로 써 보시오. ( listen and repeat with the native teacher, copy sentences,

memorizing games, learn a song/chant , express with my thinking. 원어민 선생님과 듣고

따라하기, 보고 따라쓰기, 배운 표현 기억해 게임하기, 노래/챈트하기, 자기 생각 담아서 표현하기)

7. Prioritize the favorite activities as you have in English class 여러분이 가장 좋아하는 활동을

순서대로 써 보세요.( listen and repeat with the native teacher, copy sentences, memorizing

games, learn a song/chant , express with my thinking. 원어민 선생님과 듣고 따라하기, 보고

따라쓰기, 배운 표현 기억해 게임하기, 노래/챈트하기, 자기 생각 담아서 표현하기)

8. Prioritize the activities as the most efficient way to learn English to you.영어 공부를 하는데

가장 효과적이라고 생각되는 활동들을 순서대로 써 보세요. (listen and repeat with the native

teacher, copy sentences, memorizing games, learn a song/chant , express with my thinking. 원어민 선생님과 듣고 따라하기, 보고 따라쓰기, 배운 표현 기억해 게임하기, 노래/챈트하기, 자기 생각

담아서 표현하기)

[E-2. Post survey for unit 6]

1. How do you think about this unit? 이번 단원에 대해 어떻게 생각합니까?

really like① 매우 재미있다 ② like 재미있다 ③ dislike 재미없다 ④ really dislike 아주 재미없다



1-1. Why do you like this unit? 이번 단원을 공부하는 것이 왜 재미있었나요?

The topic was interesting ① 주제가 재미있어서

There were many opportunity to think ② 생각해 볼 기회가 많아서

There were many opportunity to work in group ③ 친구들과 함께 하는 활동이 많아서

There were many opportunity to practice English by playing games ④ 게임 활동이 많아서

etc.( ) ⑤ 기타 의견

71

1-2. Why you do not like this unit?이번 단원을 공부하는 게 왜 재미없었나요?

The topic was not interesting ① 주제가 재미없어서

There were many opportunity to think ② 생각을 많이 해야 해서

There were many opportunity to work in group ③ 친구들과 하는 활동들이 많아서

Lessons were too easy ④ 수업 내용이 너무 단순해서

Etc. ( ) ⑤ 기타 의견

2. How much were you involved in this unit?

이번 단원을 공부하면서 여러분의 태도는 어떠하였나요?

very positive ① 아주 적극적으로 참여했다 ② positive 열심히 참여한 편이었다

negative③ 약간만 참여하였다 ④ very negative 거의 참여하지 않았다

3. How do you think about the topic in this unit? 이번 단원의 주제에 대해 어떻게 생각하나요?

really like ① 매우 흥미롭다 ② like 흥미롭다 ③ dislike 재미없다

really dislike ④ 아주 재미없다

4. Prioritize the three favorite activities as you have in this unit. 이번 단원을 공부하면서가장

재미있었던 활동 세 가지를 적어봅시다.(categorizing, listen and repeat, listen and fill out

blanks, making a role play, change a chant 단어들 묶기, 듣고 따라하기,듣고 빈 칸 채우기,간단한 역할극 만들기, 챈트 가서 바꾸기)

5. Prioritize the least favorite activities as you have in this unit 이번 단원을 공부하면서가장

재미없었던 활동 세 가지를 적어 봅시다. (categorizing, listen and repeat, listen and fill out

blanks, making a role play, change a chant 단어들 묶기, 듣고 따라하기,듣고 빈 칸 채우기,간단한 역할극 만들기, 챈트 가서 바꾸기)

[E-3. Post survey for unit 7]

1. How do you think about this unit? 이번 단원에 대해 어떻게 생각합니까?




72

1-1. Why do you like this unit? 이번 단원을 공부하는 것이 왜 재미있었나요?

The topic was interesting ① 주제가 재미있어서

There were many opportunity to think ② 생각해 볼 기회가 많아서

There were many opportunity to work in group ③ 친구들과 함께 하는 활동이 많아서

There were many opportunity to practice English by playing games ④ 게임 활동이 많아서

etc.( ) ⑤ 기타 의견

1-2. Why you do not like this unit?이번 단원을 공부하는 게 왜 재미없었나요?

The topic was not interesting ① 주제가 재미없어서

There were many opportunity to think ② 생각을 많이 해야 해서

There were many opportunity to work in group ③ 친구들과 하는 활동들이 많아서

Lessons were too easy ④ 수업 내용이 너무 단순해서

Etc. ( ) ⑤ 기타 의견

2. How much were you involved in this unit?

이번 단원을 공부하면서 여러분의 태도는 어떠하였나요?

very positive ① 아주 적극적으로 참여했다 ② positive 열심히 참여한 편이었다

negative③ 약간만 참여하였다 ④ very negative 거의 참여하지 않았다

3. Prioritize the three favorite activities as you have in this unit. 이번 단원을 공부하면서가장

재미있었던 활동 세 가지를 적어봅시다.(draw an associated picture, making a role play, change

a song, information about beak and environment, create an imaginary aniaml, listen and

repeat, listen and fill out blanks 단어와 연상되는 그림 그리기,역할극 만들기, 노래 가사 바꾸기, 새의 부리모양 배우기, 상상의 동물 그리기, 듣고 따라하기,듣고 빈 칸 채우기)

4. Prioritize the least favorite activities as you have in this unit 이번 단원을 공부하면서가장

재미없었던 활동 세 가지를 적어 봅시다. (draw an associated picture, making a role play,

change a song, information about beak and environment, create an imaginary aniaml,

listen and repeat, listen and fill out blanks 단어와 연상되는 그림 그리기,역할극 만들기, 노래

가사 바꾸기, 새의 부리모양 배우기, 상상의 동물 그리기, 듣고 따라하기,듣고 빈 칸 채우기)

[E-4. Final survey]

73

1. What do you think about English class in school? 학교 영어 수업을 어떻게 생각합니까?

really like① 아주 좋아한다 ② like 좋아한다 ③ dislike 싫어한다 ④ really dislike 아주 싫어한다



1-1. Why do you like English class? 영어 수업을 왜 좋아하나요?

① I like English itself 영어 자체를 좋아해서

② There are many interesting activities 재미있는 활동을 많이 해서

③ There are many opportunities to think 생각할 수 있는 기회가 많아서

④ Because of teachers 선생님이 좋아서

⑤ Etc. ( ) 기타

1-2. Why don’t you like English? 왜 영어수업을 싫어하나요?

① Lessons are too easy 내용이 너무 쉬어서

② Lessons are not interesting 수업 활동 내용이 흥미롭지 않아서

③ Lessons are too difficult 내용이 너무 어려워서

④ Because of the pressure for studying 영어 공부를 자꾸 하라고 강요해서

⑤ Etc. ( ) 기타

2. How much are you involved in class? 수업 시간에 참여하는 태도는 어떠한가요?

very positive ① (아주 적극적으로 참여한다) positive ② (열심히 참여하는 편이다)

negative③ (약간만 참여한다) very negative ④ (거의 참여하지 않는다)

3. How do you think about the topics in unit 4,6, and 7? 4,6,7 단원에서 다룬 주제에 대해 어떻게

생각하나요?


4. Prioritize the three favorite activities as you have in English class 여러분이 가장 좋아하는

활동을 순서대로 써 보세요.( listen and repeat with the native teacher, copy sentences,

memorizing games, learn a song/chant , express with my thinking. 원어민 선생님과 듣고

따라하기, 보고 따라쓰기, 배운 표현 기억해 게임하기, 노래/챈트하기, 자기 생각 담아서 표현하기)

5. Prioritize the three activities as the most efficient way to learn English to you.영어 공부를

하는데 가장 효과적이라고 생각되는 활동들을 순서대로 써 보세요. (listen and repeat with the native

74

teacher, copy sentences, memorizing games, learn a song/chant , express with my thinking. 원어민 선생님과 듣고 따라하기, 보고 따라쓰기, 배운 표현 기억해 게임하기, 노래/챈트하기, 자기 생각

담아서 표현하기)

6. How much can you understand the lessons? 수업 내용을 어느 정도 이해하나요?

almost fully understandable ① 이해하는데 전혀 어려움이 없다

no problems to follow directions ② 전반적으로 이해하는데 무리가 없다

some problems to follow direction ③ 못 알아 듣는 말이 더 많다

almost impossible to follow directions ④ 거의 알아듣지 못한다.

Appendix F. Test papers for language achievement

[ F-1 for unit 4 ]

1. 다음 들려주는 낱말을 바르게 고르시오.( ) big tall funny pretty① ② ③ ④

2. 다음 들려주는 낱말과 뜻이 비슷한 것은? ( ) bad dirty handsome good① ② ③ ④

3. 들려주는 단어들 중 성격이 다른 하나를 고르시오. ( ) ① ② ③ ④

4. 들려주는 문장을 듣고 빈 칸에 바르게 쓰시오.

______ ____ the bird.

5. 옆의 그림에 맞게 바르게 말한 문장은? ( )

① ② ③ ④

6. 들려주는 대화와 어울리는 그림은? ( )

① ② ③ ④

7. 다음 대화를 잘 듣고 대화의 내용과 다른 것을 고르시오 ( )

① 하늘을 보고 있다. ⓑ비가 온다.

75

ⓒ 타워를 보고 있다. ⓓ 타워가 높다

8. 다음 대화를 잘 듣고 날씨가 어떤지 알맞은 답을 고르시오. ( ) ① ② ③ ④

9. 다음 들리는 말에 어울리는 응답으로 적합한 것은? ( ) ① ② ③ ④

10※ 번부터 13 번까지 영어단어에 맞는 뜻을 찾아 바르게 연결하시오.

10. small • • 작은

11. cute • • 지저분한

12. short • • 귀여운

13. dirty • • 키가 작은

※그림에 맞게 감탄하는 문장을 완성하시오.(14 번~16 번)

14.

What a _______ tree!

15.

What !

16.

______________________________!

17. 다음 대화에서 밑줄 친 곳에 들어 갈 수 없는 낱말은? ( )

76

A: Look at the flower. It's very _______.

B: What a _______ flower!

good big beautiful small ① ② ③ ④

※주어진 낱말을 사용하여 바른 문장을 만들어 봅시다. (13~15)

18. singer, wonderful, he, a, is

⇒

19. lady, the, at, look

⇒

20. class, a, interesting, what

⇒

[ F-2 for unit 6 ]

1. 다음 들려주는 낱말을 바르게 고르시오.( )

get up have lunch get home go to school① ② ③ ④

2. 다음 들려주는 낱말들 중 나머지 셋과 성격이 다른 하나는? ( ) ① ② ③ ④

3. 다음 그림을 보고 알맞게 말한 것을 고르시오. ( )

① ② ③ ④

4. 다음 대화를 듣고, 아침 식사 시간을 숫자로 쓰시오. ( )

5. 다음 들려주는 글을 듣고, 글의 내용과 일치하지 않는 것을 고르시오. ( )

① 나는 8 시에 학교를 간다. ② 나는 2 시 50 분에 집에 온다.

③ 나는 3 시에 영어 공부를 한다. ④ 나는 매일 숙제를 한다.

6. 다음 내용을 듣고 3 시에 하는 일을 한글로 쓰시오.( )

※잘 듣고 해당하는 문장을 찾아 선으로 연결해 봅시다. (7~10)

7 • • I get up at seven o'clock every day

77

8 • • What time do you have dinner?

9 • •I do my homework at three ten

every day.

10 • • I go to bed at ten

11. 들려주는 문장을 듣고 빈 칸에 바르게 쓰시오.

I ________ math at _______ ________.

※ 12 번부터 15 번까지 영어단어에 맞는 뜻을 찾아 바르게 연결하시오.

12. do my homework • • 세수하다

13. go to hagwon • • 아침 먹다

14. wash my face • • 숙제하다

15. have breakfast • • 학원에 가다

※주어진 낱말을 사용하여 바른 문장을 만들어 봅시다. (16~18)

16. get / I / at / home / three / every / day / o'clock / . /

⇒

17. time / do / go / ? / what / bed / to / you/

⇒

18. face / my / at / seven / I / wash / o'clock / . /

⇒

19. 아래 대화의 순서를 바르게 나열하시오. ( ) → ( ) → ( ) → ( )

78

ⓐ What about you ?

ⓑ What time do you get up ?

ⓒ I get up at 5 o'clock.

ⓓ At 7:40 every day.

20. 다음의 글을 읽고 해당되는 인물이나 이야기 속 주인공들을 생각나는 대로 쓰시오.

( 한글로 써도 됨)

This is my day. Every day I get up at 3:30 A.M. I wash my face at 4:00. I clean my house from 6:00 to 10:00I have lunch at 12:00I clean my house again from 1 to 4.I have dinner at 5 I go to bed at 10 o'clock.

[ F-3 for unit 7 ]

1. 다음의 질문에 대한 알맞은 응답은? ( ) ① ② ③ ④

2. 다음 들려주는 낱말들 중 나머지 셋과 성격이 다른 하나는? ( )

① ② ③ ④

3. 다음 대화에서 묘사하는 사람이 누구인지 고르시오. ( )

79

① ② ③ ④

4. 다음 대화의 내용과 다른 것은? ( )

① 삼촌은 키가 크다. ② 삼촌은 잘 생겼다.

③ 삼촌은 친절하다. ④ 삼촌은 선생님이다.

5. 다음에 들려주는 말과 그림의 내용이 일치하지 않는 것은? ( )

① ② ③ ④

6. 다음의 설명에 해당하는 그림을 고르시오. ( )

①

②

③

④

※ 잘 듣고 해당하는 문장을 찾아 선으로 연결해 봅시다. (7~10)

7 • • How's your father?

8 • • It has big eyes.

9 • • He is good.

80

10 • • She has short hair.

※ 11 번부터 14 번까지 영어단어에 맞는 뜻을 바르게 연결하시오.

11. sharp • • 부리

12. slim • • 얇은

13. round • • 둥근

14. beak • • 날카로운

15. 다음 중 단어들이 서로 짝을 지은 이유가 다른 것은? ( )

① short - tall ② good - bad

③ big - small ④ pretty - handsome

※ 다음 문장을 읽고 내용이 맞으면 ○표 틀리면 ×표를 하세요. (16~18)

16. An eagle has a round beak. --------------------------- ( )

17. A duck has a long beak. --------------------------- ( )

18. All birds have the same beak. --------------------------- ( )

※ '보기‘를 보고 빈 칸에 알맞은 단어를 쓰시오.( 단어는 한번씩만 사용함)

19. A parrot has a ( ) and ( ) beak.

20. A sand piper(마도요) has a ( ) and ( ) beak.

< 보기 > long, short , sharp, round, slim, thick

[ F-4 for the final exam ]

81

1. 다음 들려주는 단어들 중 나머지 넷과 성격이 다른 하나는? ( )

① ② ③ ④ ⑤

2. 다음 대화를 잘 듣고 날씨가 어떤지 알맞은 답을 고르시오. ( )

① ② ③ ④ ⑤

3. 다음 들려주는 말에 어울리는 응답으로 적합한 것은? ( )

① ② ③ ④ ⑤

4. 다음 중 대화의 내용과 다른 것은? ( )

① 하늘을 보고 있다. ② 비가 온다. ③ 타워를 보고 있다. ④ 타워가 높다

⑤ 두 사람은 버스를 탈 것이다.

※ 잘 듣고, 알맞은 시각을 써 봅시다. (5~6)

7. 다음의 질문에 대한 알맞은 응답은? ( ) ① ② ③ ④ ⑤

8. 대화문이 서로 어울리지 않는 것은? ( ) ① ② ③ ④ ⑤

9. 다음 그림에 대한 설명으로 옳지 않은 것은? ( )

① ② ③ ④ ⑤

82

5.

6.

: :

10. 다음의 설명에 해당하는 그림은? ( )

①

②

③ ④

11. 다음 대화에서 밑줄 친 곳에 들어 갈 수 없는 낱말은? ( )

A: Look at the flower. It's very _______. B: What a _______ flower!

① good ② big ③ beautiful ④ small ⑤ pretty

12. 다음 중 단어들이 서로 짝은 지은 이유가 다른 것은? ( )

① short - tall ② good - bad ③ big - small ④ pretty – handsome ⑤ sharp - round

13. 빈 칸에 들어갈 수 없는 단어는? ( )

A : Look! That's my B : What?A : That's my . B : Oh, he is very tall.

① mother ② father ③ brother ④ grandfather ⑤ uncle

※ 주어진 낱말을 사용하여 바른 문장을 만들어 보시오. (14~15)

14. at , the, Look, lady, . ⇒

15. an, class, interesting, What, ! ⇒

16. 아래 대화의 순서를 바르게 나열하시오. ( ) → ( ) → ( ) → ( c )

ⓐ What about you ? ⓑ What time do you get up ?ⓒ I get up at 5 o'clock. ⓓ At 7:40 every day.

17. 다음 그림에 대한 맞는 문장은? ( )

① I get up at seven. ② I wash my face at seven thirty.

③ I brush my teeth at seven thirty. ④ I clean my room at seven thirty.

⑤ I have my breakfast at seven thirty.

837:30

※ 다음 글을 읽고 질문에 맞는 답을 고르시오. (18~19)

Joon : This is my day. I get up at seven o'clock. 반 친구들 : Wow!

Joon : I wash my face at seven thirty.I go to school at eight twenty.

I get home at three ten. I ⓐ my homework every day.

Ms. Smith : Good boy, Joon!

18. Joon 이 학교에 가는 시각은? ( )

① 06 : 30 ② 07 : 00 ③ 07 : 30 ④ 08 : 00 ⑤ 08 : 20

19. ⓐ의 빈칸에 들어갈 단어를 쓰시오. ( )

20. 다음 대화의 내용으로 맞는 것은? ( )

호동 : What time do you get up?재석 : At seven forty every day. What about you? 호동 : I get up at six o'clock. 재석 : At six? 호동 : Yes. I read books at six o'clock every day.

① 재석은 6 시에 일어난다. ② 호동은 6 시에 책을 읽는다

③ 호동은 7 시 30 분에 일어난다 ④ 재석은 5 시에 일어나 다시 잔다.

⑤ 재석과 호동은 같은 시간에 일어난다.

21. 빈칸에 들어갈 단어들이 순서대로 바르게 나열된 것은? ( )

She ( ) long hair. She ( ) a teacher.She ( ) beautiful. She ( ) nice glasses.

① is - has - is – is ② are - has - is - is

③ has - is - is - has ④ has - is - has – is ⑤ has - has - have - is

※ 다음 문장을 읽고 내용이 맞으면 ○표 틀리면 ×표를 하세요. (22~23)

84

22. An eagle has a round beak. ( )

23. Birds have the same beak. ( )

24. 옆의 글을 읽고 묘사하는 사람이 누구인지 해당하는 사람에게 √표 하시오.

① ②

25. 다음 영어단어에 맞는 뜻을 바르게 연결하시오.(각 1 점)

sharp • • 부리

slim • • 얇은

round • • 둥근

beak • • 날카로운

85

A: Look! That's my teacher.B: What?A: That's my teacher. She wears glasses.B: Oh, she has long hair.A : Yes. She is very tall, too.

ABSTRACT IN KOREA

Students’ Perceptions about Creativity Involved English Lessons

석기영

숙명여자대학교 대학원 TESOL 학 전공

이 연구는 창의성을 초등학교 영어 교육에 적용했을 때 이에

대한 학생들의 반응과 언어 성취도를 알아보기 위해 실시하였다. 이러한 연구의 목적에 부합하고자 다음과 같은 연구 과제를

설정하였다.첫째, 창의성을 도입한 언어 수업에 대해 학생들이 어떻게 반응하는가?둘째, 창의적인 과업을 활용하는 것이 언어 성취도 향상에 도움이

되는가?이 연구는 경기도에 소재한 공립 초등학교 5 학년을 대상으로 2011년

두 달에 걸쳐 진행되었으며, 두 개의 실험반과 한 개의 비교반을

설정하였다. 비교반은 교과서에 소개되는 일반적인 영어 수업 활동을

하였고 실험반은 학생들의 창의적인 사고력을 수업 활동에 적용할 수

있도록 하였다. 제시된 연구 과제를 위하여 5 번의 설문 조사, 3 번의

단원 성취도 평가를 실시하고 중간/기말고사 시험 점수를 분석하였다.실험 수업 실시 이후 영어 수업에 대한 선호도와 참여 정도에 대해

비교반이 실험반보다 향상된 결과를 가져왔다. 그러나 효과적인 언어

학습의 방법에 대한 학생들의 인식 조사에서 창의적인 과제 수행에

86

대한 긍정적인 인식 변화가 실험반에서 일어났다. 서로 대조적인 수업

분위기를 가진 두 개의 비교반에서 같은 활동 내용으로 진행된 창의성

수업에 대한 반응에 큰 차이가 있었다. 설문 내용과 언어 성취도

평가를 분석한 결과, 수업 시간 집중도가 떨어지고 다소 산만한

학급에서 긍정적인 효과가 더 크게 나타났다.

87

Documents

Acknowledgements - Nam-Joon Kangkangnamjoon.weebly.com/.../thesis._final_nj..docx · Web viewDisorder supplies more room to use . ... preparation, incubation, illumination and