Creativity in Writing: A Study of EFL Learners’ Locus of Control

Abstract

The present study aims at providing a clear picture of Julian Rotter's (1966) locus of control and learners' creative thinking. Specifically, the study seeks to determine the differences between internal and external orientation in creative writing. In this respect, 20 MA students were asked to complete the Internal Control Index questionnaire and write four writings on the provided topics. The results of the study reveal that internally perceived learners particularly opt more to contemplate and explore cases inasmuch as they believe that they have the control of their environment. However, being in direct opposition, externalizers believe that environment is not under their control and their success and failures are out of their hands. The study concludes that the higher the internal locus of control, the more creative learners are. The research findings may add to our understanding of the learners and learning concerning Attribution Theory.

The Needs for Developing Cooperative Problem-Based Learning (Co-Pbl) to Promote Verbal Creativity in Efl Writing

“…There are many studies which revealed that verbal creativity is pivotal in EFL writing (see Al-jarf, 2015;Izadi, Mehri;Khoshsima, 2015;Pishghadam & Mehr, 2011;Rababah, Luqman;Melhem, 2014;Luqman M Rababah, Halim, Mohamed, & Jdaitawi, 2013;Luqman Mahmoud Rababah, Alshehab, & Melhem, 2017;Weisi & Khaksar, 2015). Verbal creativity is an ability to think creatively and to measure one's fluency, flexibility, and originality of a verbal form, which deals with words and sentences.…”