No abstract

Students' creativity has been increasingly researched in higher education. Until recently, however, empirical studies investigating students' views of how universities can contribute to the development of their creativity have been rare. The present study aims to investigate how university learning environment can contribute to undergraduate philology students' creativity as seen by the students themselves. The data were collected through questionnaires and analysed using qualitative research method of content analysis.The general conclusion of this study is that the study participants consider that universities can foster their students' creativity in some ways. Firstly, they think that university curriculum should contain assignments aimed at developing student creativity. Prominent among the findings was the students' belief that their university teachers are important contributors to this process. Besides, the students considered that their creativity can be developed by introducing a special study subject, by enhancing their transferable skills, and that more collaborative learning and special university events could make an impact on their creativity. On the other hand, the results of the present study have also revealed some challenges that call for further research.

No abstract

Currently, there is much debate concerning Web 2.0 technologies and the changes they have brought to education. Web 2.0 tools are successfully being used in foreign language learning contexts, however, students can exhibit a variety of behaviours when confronted with them; therefore, it is important to determine their attitudes before planning any educational intervention. Th is study rests on Technology Acceptance Model (TAM), the most commonly applied theory for describing individual user acceptance of information systems. Six major variables of TAM (awareness, perceived usefulness, perceived ease of use, attitudes towards use, behavioural intention and actual system usage) and their relationship with ESP students' background factors are discussed in the study. Th e study resulted in establishing that the students' ability to use Web 2.0 tools was the only individual factor that had a positive relationship with their attitude, intention to use, actual system usage and awareness of Web 2.0 tools meant for learning English for Specifi c Purposes (ESP) at the university; therefore, this should be taken into

No abstract