VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES KKK TEACHERS' TECHNIQUES TO FOSTER LEARNERS' CREATIVE THINKING IN EFL CLASSES AT PRIMARY SCHOOLS IN HANOI (Một số biện pháp phát triển tư duy sáng tạo của hoc sinh trong day học tiếng Anh tại các trường tiểu học trên địa bàn Hà Nội) M. MINOR THESIS : English Language Teaching Methodology : 8140231.01 Hanoi — 2024 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES KKK TEACHERS' TECHNIQUES TO FOSTER LEARNERS' CREATIVE THINKING IN EFL CLASSES AT PRIMARY SCHOOLS IN HANOI (Một số biện pháp phát triển tw duy sáng tạo của hoc sinh trong dạy họ c tiếng Anh tại các trường tiểu học trên địa bàn Hà Nội) M. MINOR THESIS Field : English Language Teaching Methodology Code : 8140231. Ta Thị Thanh Hoa Hanoi — 2024 DECLARATION I certify that this minor thesis submitted in partial fulfillment of the requirements for the degree of the Master of Arts is the result of my own work.
The data and findings in the thesis are true and have not been published elsewhere. Signature Approved by SUPERVISOR (Signature and full name) ACKNOWLEDGEMENTS To accomplish this study, I am indebted to many people for their meaningful help. First of all, I would like to express my deepest gratitude to my supervisor, Ta Thi Thanh Hoa (PhD) for her valuable guidance, enthusiastic support, critical feedback, and especially, her enormous encouragement for the completion of the study. I am also grateful to all the lecturers of the Post-graduate Department, Hanoi, University of Languages and International Studies, Vietnam National University for their enthusiastic guidance and valuable lectures during the course.
Iam grateful for many authors whose works are the source for my references in this minor thesis. Finally, I am indebted to my friend - Nguyen Thi Thuy Hanh and my family, who gave me great motivation and support for the completion of this study. Sincerely, ll ABSTRACT This research aimed to investigate EFL teachers' techniques and perceptions in fostering learner creativity at primary schools in Hanoi. Using a mixed-methods design, the research found that teachers combined various techniques in their own way.
Visual aids and storytelling being the most frequently used techniques, followed by using prompts to stimulate imagination with moderated. Meanwhile, poetry writing activities were least employed. Moreover, the data also showed a significant vary in teachers’ perspectives on their students' creative thinking. Regarding the teacher’s perceptions, hard work, collaboration, and a creative classroom environment were perceived to be essential for fostering creative thinking.
In addition, the challenges reported by them include a lack of resources and student concentration, the requirements for diverse teaching approaches whilst priority was just given to the acquisition of fundamental language knowledge and skills, so learner creative thinking was overlooked. Besides, teachers were expected to play multiple roles such as instructors, assessors, and resource providers. The interviewees emphasized the teacher’s role in creating English-speaking environments, as well as fostering an open learning atmosphere with free expression. Based on the results, this study offers practical recommendations for enhancing creative thinking in Hanoi's primary school EFL classes.
Further research is recommended to explore additional innovative techniques for learning environments that support learner creative thinking. Keywords: techniques, EFL classes; creative thinking, creativity. 1H LISTS OF ABBREVIATIONS 4C Mini-c, Small-c, Pro-c and Big-c CPS Creative Problem-Solving EFL English as a Foreign Language IPSLE Primary School Leaving Examination PISA The Programme for International Student Assessment IP Internet Protocol RPGs Role-Playing Games IWKCT The Wallach-Kogan Creative thinking Test IV TABLE OF CONTENTS DECLARATION 1. 11 LISTS OF ABBREVIA TIONS.- Úc SH Ha Hà HH Hy iv LIST OF TABLES AND CHARTS.
S1 S HH re vill CHAPTER 1. Research problem, theoretical background and rationale. Research aims, objectives and qU€SfIOTIS. Significance of the Study T17 --:-:Ö:Ö›-+11O 3 1.
Scope of the Study. Methods of the Study TT. Organization of the SfudÌy .-- ch HT HH nh nh TH HH nh 4 CHAPTER 2: LITERATURE REVIEW. Learners’ creative thinking.1 Definition of creative thinking .2 Characteristics of creative thinÏkInB.- - -- ch HH giết 6 2.3 4C Model of Creativity .c Sc 1v 1 v1 v1 1111111111 110 110 11H TH ng Hiện 7 2.2 Primary learners’ creative thinking.1 Psychological characteristics of elementary school studenfs.2 Characteristics of elementary school students’ thinking: .3 Techniques to foster learner CT€AfIVIẨV.1 Use visual aids (images, diagrams, videos, question cards.3 Use songs, MUSIC, SOUTIỞS.4 Use open-ended questions that require association and imagination.5 Organize story writing activities for sfudenfs.6 Using mind-map.4 Challenges in fostering learner CT€AfIVIẨV.5 Related studies and results 2aps .1 Creativity in the Classroom for High Ability Students: Context Does Matter 19 2.2 Learner Creativity in the English L2 Classroom: Application of the Creative Problem-Solving Model .- - ¿+ 3313311311111 151 1111111111 1111111181111 11 xe, 20 Chapter SUMMALY 01707.
* HH HH HH HH HH nh 22 SN. Data collection instrument 01. 26 CHAPTER 4: RESULTS OF THE STUDY .1 Demographic information about survey partICIDanS.2 High and Low frequency fechñn1U€S. c5 St S3 + ni rey 29 4.1 High frequency tfechn1U€S.2 Moderate frequency fechn1qU€S.3 Low frequency techniques .3 Challenges in promoting student’s creative thinking.1 Teachers’ perceptions of EFL students’ creative thinking.2 Teachers’ techniques in fostering EFL students’ creative thinking .3 Teachers’ perceptions of their EFL students’ level of creative thinking .4 Teachers’ perceptions of challenges in fostering learners’ creative thinking .5 Teachers’ roles in fostering EFL students’ creative thinking.
55 VI CHAPTER 5: DISCUSSION.Q LH HH HH Hy 56 5.2 Discussion on the results 1 n. 5G 2 0222113218391 3191191 193119111111 111111111 011 g1 HH ng Hy 60 CHAPTER 6: CONCLUSION.2 The research findings .2 Limitations of the SfUỦy.-- c1 11 12 1121111111111 111 111 11 11H 111 ng Hy Hy 65 6. I TaN id od BAN) D) D, Onnee Vill vil LIST OF TABLES AND CHARTS Table 4.-- - 5 2c + ng ng Hàng ngư 28 Table 4.2 Challenges in promoting student’s creative thinking.1 High frequency techn1Ue€S.-- --- 5 1 1 9 2 9 ng ng nrưy 30 Chart 4.2 Moderate frequency techn1QU©S.3 Low frequency techn1QU€S. INTRODUCTION In this chapter, the author presents an introduction to the study by starting at research problems and the study’s rationale.
The thesis's goals and objectives are then illustrated, along with the research questions. The significance of the research is explained after this. Next, the research's scope and method are illustrated. The final section indicates the organization of the paper.
Research problem, theoretical background and rationale There is a "high demand for creativity" in this 21st century (Tinker, 2018). Particularly in the field of teaching and studying, a good classroom environment always requires creativity - which makes lessons and learning interesting. In more details, creativity integrated into the curriculum will help students learn new things, improve communication and social and emotional skills. Also, creative classrooms will change the way students learn and how they apply the knowledge they learn in real life.
To be more specific, Maley and Peachey (2015) emphasized several important roles of creativity in the classroom, such as: (1) Creative classrooms create opportunities for students to learn with joy; (2) Unlike traditional teaching methods, creative classrooms give students the opportunity to express themselves; (3) Creativity is important for students' emotional development in order to learn how to interact and express themselves in front of their peers; (4) Creativity can stimulate imaginative thinking ability in students; (5) Learning in the traditional way will make students feel stressed and tired but creativity will help student reduce stress and anxiety; (6) Brainstorming activities will stimulate problem solving skills in students; (7) Improve concentration and attention; (8) A creative classroom environment opens up a world of communication for students; and finally (9) Students can easily find their own passion through creative classes. In summary, research on teaching methods and forms in general, as well as prioritizing creativity in particular in EFL classes is an extremely important and urgent issue in recent years. For that reason, the creativity of learners has always been a topic of interest to educational activists and teachers. Since the 50s of the last century, there have been many research works on the creativity of many authors in the world (Do, 2014).
It should be noted that "creativity should permeate school curricula on all levels of education, from kindergarten to university" (Runco, 2014, Cited by Tinker, 2018). According to Anne J. Udall and Joan E. Daniels (1991), in the "thinking class", the teacher is an important factor in suggesting and guiding students' thinking.
The teacher lays the foundation for students’ thinking ability to develop by building a systematic process of organizing a "thinking" lesson (Do, 2014). However, to the best of the researcher's knowledge, despite a number of discussions on promoting learner creativity in different educational contexts, very little is known about promoting creativity thinking of students in elementary EFL classes. Moreover, the research in these fields mostly focus on teachers’ perception about teaching creativity in EFL classes in the world. However, previous research articles have not gone into depth in determining favorable conditions and development opportunities, as well as difficulties and challenges for teachers when teaching in EFL classes.
The fact that there is a lack of research on instructors’ techniques to promote students’ creativity. To sum up, this research needs to be done to explore the ways and challenges of teachers in promoting students' creativity thinking in EFL class through these two research methods, including qualitative research method with an interview and quantitative research method with a survey questionnaire. Research aims, objectives and questions This study aims to obtain a better insight into creative thinking (teachers’ techniques and perceptions of creative thinking). The objectives of this research therefore entail: - to examine how the EFL primary teachers involve students to develop their creative ideas in English class at a primary school.
- to investigate teachers’ opinion about student’s creative thinking. To achieve its aims and objectives, the study seeks to find the answers to the following questions: 1) What techniques do the EFL primary teachers use to promote student’s creativity in EFL classes? 2) What are teachers’ perceptions of fostering student creative thinking? 1. Significance of the Study This research aims to benefit a specific target audience, including primary school students and teachers in Hanoi. For teachers, this study can serve as a valuable resource to raise awareness of their pivotal roles in promoting learners’ creative thinking.
For students, the results, findings, and implications of this research will provide a comprehensive understanding of the significance in the way students approach English creatively .Also, this research contributes to various future research in the field of education generally and creativity particularly with a proposed research framework, survey questionnaires, and interview results. Scope of the Study The focus of this research centers on primary school teachers within the primary schools of Hanoi, specifically during the period ending in 2023. The study's primary objective is to delve into the realm of creative thinking as it pertains to English as a Foreign Language (EFL) classes. By concentrating on primary school teachers as both the research object and respondents, we aim to gain a comprehensive understanding of the current state of creative thinking in EFL instruction in this specific context.
This investigation will encompass various aspects of creative thinking strategies, teaching techniques, and the impact on student learning outcomes. By narrowing the research scope to this specific time, space, and content domain, we can effectively explore the unique challenges, opportunities, and innovative practices surrounding creative thinking in EFL classes in Hanoi's primary schools by the end of 2023. Methods of the Study This research is conducted with both main research methods, including qualitative and quantitative research methods. Towards a qualitative research method, this research will use the interview method to have the most objective opinions, thoughts, and views of research respondents on the research problem.