Learner Creativity and Performance in Written Narrative Tasks

Reza Pishghadam, Fatemh Javdan Mehr

Abstract


This study aims at examining the relationship between learner creativity and performance in written narrative tasks in the context of Iranian EFL students. To this end, a sample of 222 EFL students from four universities in Mashhad (Iran) participated in this study. Our study involved measuring the participants’ creativity using creativity test and eliciting written narrative performance from the participants with the help of a narrative task. The task involved two parts of narrating a story on the basis of a picture and writing a memory. We used correlation and ANOVA to analyze the data. The results exhibited a significant relationship between learners’ performance in written narrative tasks and their total creativity and also with some sub constructs of creativity: fluency, originality and flexibility. Finally, the results were discussed in the context of language teaching and learning.

Full Text: PDF DOI: 10.5430/wje.v1n2p115

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

 

World Journal of Education
ISSN 1925-0746(Print)   ISSN 1925-0754(Online)

Copyright © Sciedu Press

To make sure that you can receive messages from us, please add the 'Sciedu.ca' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.