2021
DOI: 10.46966/ijae.v2i2.173
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Teaching Practices of EFL Teachers and the Enhancement of Creative Thinking Skills among Learners

Abstract: Development of students' creativity has been a prerequisite for the survival in this fast-changing technological age. Enhancement of learners' higher-order thinking skills should be the main concern of education systems around the world. Therefore, the present study aims to survey EFL teachers' knowledge about creative thinking, the activities they practice to enhance creative thinking skills. It also aims to understand EFL teachers' perceptions about the importance of creative thinking activities in promoting… Show more

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Cited by 4 publications
(4 citation statements)
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“…Thus, knowledge is a necessary component of an individual's creative performance. Without knowledge, teachers will be at a loss for where to begin as novel ideas and behaviors emerge, at the very least, from prior knowledge or experience (Masadeh, 2021;Renzulli & De Wet, 2010;Zhang, 2013;Zhang & Sternberg, 2011).…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Thus, knowledge is a necessary component of an individual's creative performance. Without knowledge, teachers will be at a loss for where to begin as novel ideas and behaviors emerge, at the very least, from prior knowledge or experience (Masadeh, 2021;Renzulli & De Wet, 2010;Zhang, 2013;Zhang & Sternberg, 2011).…”
Section: Discussionmentioning
confidence: 99%
“…There has been broader interest in the concept of creativity in recent years, and the term is frequently used as an educational imperative for both students and teachers to develop (Aikhenvald & Storch, 2019;Alves et al, 2021;Kettler et al, 2018). Of specific relevance to this study, numerous studies have also examined teachers' creativity in language teaching and learning (Artini & Padmadewi, 2020;Fitriah, 2018;Masadeh, 2021;Wang & Kokotsaki, 2018). In this literature, two factors contribute to the growing interest in creativity at schools: students' fulfillment and their future success as knowledge-based economy participants (Craft, 2003;Kampylis et al, 2009).…”
Section: Introductionmentioning
confidence: 99%
“…The characteristics of the flipped classroom are under current student learning demands, which must be adapted to their abilities and speed (Erol Sahin, 2020;Khasawneh, 2022). In several references, the flipped classroom model is considered capable of improving students' critical thinking skills both inside and outside the classroom, the level of knowledge acquisition, and other essential skills (Kellinger, 2012;Maldonado Berea et al, 2019;Masadeh, 2021). Other positive impacts were also stated by experts who claimed the flipped classroom model was able to encourage active learning, excel in individual learning, and provide more time for students to study (Afacan & Kaya, 2022;Lee et al, 2022;Mojtahedi et al, 2020;Weiser et al, 2018).…”
Section: Introductionmentioning
confidence: 99%
“…As shown in a survey done by [37], students' test answers were incorrect and only contained one type of answer or idea. The inability to generate ideas is due to the weakness of students' divergent thinking skills [39][40][41]. Hence, due to the dependency relationship between these three thinking skills, it is essential to carry out teaching activities that can train this set of skills in the classroom to help students better understand science learning [42].…”
Section: Introductionmentioning
confidence: 99%