Research in World Language Classrooms on Creativity
Arslanovna, K. M. (2022). Improving foreign language teaching methods based on a creative approach to future teachers. World Scientific Research Journal, 3(2), 89–94.
Birdsell, B. (2013). Motivation and creativity in the foreign language classroom. FLLT Conference Proceedings, 2, 887–903. http://www.litu.tu.ac.th/journal/FLLTCP/Proceeding/887.pdf
Birkmaier, E. M. (1971). The meaning of creativity in foreign language teaching. The Modern Language Journal, 55(6), 345–353. https://doi.org/10.2307/322467
Bland, J. (2022). Compelling stories for English language learners: Creativity, interculturality and critical literacy. Bloomsbury Publishing. https://www.bloomsbury.com/us/compelling-stories-for-english-language-learners-9781350190009/
Böttger, H., & Költzsch, D. (2022). The secret powers of a wandering mind: Underestimated potential of a resting state network for language acquisition. In N. Dario & L. Tateo (Eds.), New Perspectives on Mind-Wandering (https://link.springer.com/chapter/10.1007/978-3-031-06955-0_12; pp. 211–224). Springer International Publishing. https://doi.org/10.1007/978-3-031-06955-0_12
Burke, B. M. (2011). Rituals and beliefs ingrained in world language pedagogy: Defining deep structure and conventional wisdom. Journal of Language Teaching and Research, 2(1), 1–12. https://doi.org/10.4304/jltr.2.1.1-12
Cahnmann-Taylor, M., & Coda, J. (2019). Troubling normal in world language education. Critical Inquiry in Language Studies, 16(2), 107–129. https://doi.org/10.1080/15427587.2018.1450632
Camargo, K. D. R. (2018). Teorías implícitas sobre creatividad en una muestra de padres y madres de familia de Bogotá [PONTIFICIA UNIVERSIDAD JAVERIANA]. https://repository.javeriana.edu.co/bitstream/handle/10554/39616/TI%20creatividad%20en%20Padres%20y%20madres%20de%20familia.%20Karen%20Rojas.pdf?sequence=1&isAllowed=y
Cho, M. (2023). Multiple components of flow: Influences on learner perception and learning in classroom activity. Korean Journal of English Language and Linguistics, 23, 1–13.
Costa Lopes, A. M., Oliveira, I., Pereira, J., Gillain, R., Amante, S., Fidalgo, S., Relvas, S., & Delplancq, V. (2022). The Korsakow platform and nonlinear narratives as a means to enhance foreign language learning in HE. International Journal of Human Sciences Research, 2(6), 1–10. https://doi.org/DOI:10.22533/at.ed.558262210034
Cunningham, A., & Redmond, M. L. (2008). Instructional design and early language learning: Cognition, creativity, and technology. Hispania, 91(2), 435–445. JSTOR. https://doi.org/10.2307/20063728
Dawoud, L. K., Hasim, Z., & Saad, M. R. M. (2022). Creative drama in language education: A systematic literature review. Radical Solutions in Palestinian Higher Education, 135–146. https://doi.org/10.1007/978-981-19-0101-0_11
Debski, R. (n.d.). Support of creativity and collaboration in the language classroom: A new role for technology. Australian Review of Applied Linguistics. https://doi.org/10.3316/aeipt.85940
Du, X. (2010). Foreign language acquisition, motivation and creativity [M.S. Thesis, Fort Hays State University]. https://scholars.fhsu.edu/cgi/viewcontent.cgi?article=1166&context=theses
Egbert, J. (2003). A study of flow theory in the foreign language classroom. Canadian Modern Language Review/La Revue Canadienne Des Langues Vivantes, 60(5), 549–586. https://doi.org/10.3138/cmlr.60.5.549
Elisondo, R.C. & Donolo, D.S. (2021). Cuestionario de acciones creativas: Propiedades psicométricas de la versión abreviada (CAC42) . Revista Evaluar, 21(3), Article 3. https://doi.org/10.35670/1667-4545.v21.n3.36308 Available from https://revistas.unc.edu.ar/index.php/revaluar/article/view/36308
Espinoza, J. A. V. (2011). La creatividad en ninos y ninas de educacion inicial de cuatro a cinco anos en el centro de estimulacion integral y apoyo psicoterapeutico de la universidad del Azuay (CEIAP) [M.A. Thesis, La Universidad de Azuay (CEIAP)]. https://dspace.uazuay.edu.ec/bitstream/datos/3031/1/08516.pdf
Faizuddin, A., An-Nuaimy, T., & Al-Anshory, A. S. (2016). Exploring teachers’ creative teaching strategies in teaching Arabic as a foreign language at a private Islamic secondary school in Malaysia. IIUM Journal of Educational Studies, 4(2), 21–37. https://doi.org/10.31436/ijes.v4i2.88
Filteau, S. (2012). La créativité sous toutes ses coutures. Pédagogie Collégiale, 25(3), 25–32.
Hlas, A. C., Nadolny, J. J., & Hlas, C. S. (2022). Investigating creativity in online K-12 world language classrooms. In Handbook of Research on Effective Online Language Teaching in a Disruptive Environment (https://www.igi-global.com/chapter/investigating-creativity-in-online-k-12-world-language-classrooms/www.igi-global.com/chapter/investigating-creativity-in-online-k-12-world-language-classrooms/312814; pp. 143–167). IGI Global. https://doi.org/10.4018/978-1-7998-7720-2.ch008
Huh, K. (2007). CALL and creativity: Incorporating creativity task into CMC environments. Environments, 10(1), 36–61.
Keane, M. T. (2010). Creativity: A gap analysis (https://researchrepository.ucd.ie/entities/publication/e3a5fa68-246e-4c69-ab84-9bc7f2413900/details). 29–31. http://hdl.handle.net/10197/10862
Kliesch, M., Becker, R., & Hervais-Adelman, A. (2022). Global and localized network characteristics of the resting brain predict and adapt to foreign language learning in older adults. Scientific Reports, 12(1), Article 1. https://doi.org/10.1038/s41598-022-07629-y
Lee, C. S., Therriault, D. J., & Linderholm, T. (2012). On the cognitive benefits of cultural experience: Exploring the relationship between studying abroad and creative thinking. Applied Cognitive Psychology, 26(5), 768–778. https://doi.org/10.1002/acp.2857
Medvedeva, O. D., Rubtsova, A. V., Vilkova, A. V., & Ischenko, V. V. (2022). Digital monitoring of students’ soft skills development as an interactive method of foreign language learning. Education Sciences, 12(8), 506. https://doi.org/DOI:10.3390/educsci12080506
Mirkenova, G. K., Janserkeyeva, E. N., & Saurukova, G. I. (2022). The concept of innovative approaches in the teaching methodology of foreign language at a linguistic university. Мир Науки, Культуры, Образования, 2(93), 164–167.
Mizhuno, C.K., & Ju, L. (2022). Conceptualizing culture and creativity: Perspectives on creativity by Japanese secondary school students. The Journal of Creative Behavior, 56(3), 449-464. https://onlinelibrary.wiley.com/doi/pdf/10.1002/jocb.540
MORAR, L.-L., BOȘTINĂ-BRATU, S., & NEGOESCU, A. (2020). The importance of creativity in foreign language acquisition. Revista Academiei Fortelor Terestre, 25(3), 217–222. https://doi.org/DOI:10.2478/raft-2020-0026
Pishghadam, R., Khodadady, E., & Zabihi, R. (2011). Learner creativity in foreign language achievement. European Journal of Educational Studies, 3(3), 465–472.
Polok, K., Mala, E., & Muglova, D. (2020). On the salience of becoming a creative foreign language teacher. XLinguae, 13(4), 152–162. https://doi.org/10.18355/XL.2020.13.04.11
Porter, A., Graham, S., Myles, F., & Holmes, B. (2022). Creativity, challenge and culture in the languages classroom: A response to the Ofsted Curriculum Research Review. The Language Learning Journal, 50(2), 208–217. https://doi.org/10.1080/09571736.2022.2046358
Ramos-Delgado, A. (2013). La creatividad y el aprendizaje de lenguas extranjeras en alumnos de 1o de ESO. (https://reunir.unir.net/bitstream/handle/123456789/2085/2013_07_25_TFG_ESTUDIO_DEL_TRABAJO.pdf?sequence=1&isAllowed=y) [M.A. Thesis, Universidad Internacional de La Rioja]. https://reunir.unir.net/handle/123456789/2085
Richards, J. C. (2013). Creativity in language teaching. Iranian Journal of Language Teaching Research, 1(3), 19–43.
Richards, J. C., & Cotterall, S. (2015). Exploring creativity in language teaching. In Creativity in language teaching (pp. 97–113). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315730936-7/exploring-creativity-language-teaching-jack-richards-sara-cotterall
Rose, J., Hattingh, L., & McInnes, K. (2019). Young children as scientists, designers and technologists–theories of learning. In Teaching Science and Technology in the Early Years (3–7) (pp. 17–35). Routledge.
Rossmann, E., & Fink, A. (2010). Do creative people use shorter associative pathways? Personality and Individual Differences, 49(8), 891–895. https://doi.org/10.1016/j.paid.2010.07.025
Sabyrbek, N., & Koshenova, A. (2021). Innovative approaches in the methodology of teaching foreign languages. Scientific Collection «InterConf», 2021(50), Article 50.
Sadykova, A. G., & Shelestova, O. V. (2016). Creativity development: The role of foreign language learning. International Journal of Environmental and Science Education, 11(15), 8163–8181.
Saeki, Noriko. (1997). Differences in creative thinking between American and Japanese college students in education. All Graduate Theses and Dissertations. 6113. https://digitalcommons.usu.edu/etd/6113
Scarino, A., & Liddicoat, A. J. (2016). Reconceptualising learning in transdisciplinary languages education. L2 Journal, 8(4), 20–35.
Selfa-Sastre, M., Pifarré, M., Cujba, A., Cutillas, L., & Falguera, E. (2022). The role of digital technologies to promote collaborative creativity in language education. Frontiers in Psychology, 13(2022), 1–13.
Serdyukov, P. (2017). Innovation in education: What works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. https://doi.org/10.1108/JRIT-10-2016-0007
Shchebunyaeva, N. G., Guseva, N. V., Polyanskaya, G. I., Fedorova, E. Y., & Burlakova, O. P. (2021). Innovative approaches to teaching foreign languages at the university. Propósitos y Representaciones, 9(SPE2), 1–9. https://doi.org/10.20511/pyr2021.v9nSPE2.1107
Shimichev, A. S., & Rotanova, M. B. (2022). Development of technical university students’ foreign language creativity in distance learning. 2022 Communication Strategies in Digital Society Seminar (ComSDS), 51–54. https://ieeexplore.ieee.org/document/9769150
Smith, C. A. (2018). “Creativity” in Japanese education policy. In P. Clements, A. Krause, & P. Bennett (Eds.), Language teaching in a global age: Shaping the classroom, shaping the world. Tokyo: JALT.
Susanto, S. (2022). Improving students’ creative thinking in learning Arabic through HOTS based project based learning model. An Nabighoh: Jurnal Pendidikan Dan Pembelajaran Bahasa Arab, 24(1), 1–16. https://doi.org/10.32332/an-nabighoh.v24i1.3924
Suwartono, T., Herawati, I., & Suweni, D. (2022a). Creative and innovative language teaching. Tarling: Journal of Language Education, 6(1), 1–19. https://doi.org/10.24090/tarling.v6i1.6180
Szerencsi, K. & others. (2010). The need for linguistic creativity in foreign language classroom discourse. Acta Universitatis Sapientiae Philologica, 2.2, 286–298.
Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., de Luca, F., Fernández-Barrerra, M., Jacotin, G., Urgel, J., & Vidal, Q. (2020a). Créativité et esprit critique: De la théorie à des référentiels de compétences à l’usage des enseignants. In S. Vincent-Lancrin, C. González-Sancho, M. Bouckaert, F. de Luca, M. Fernández-Barrerra, G. Jacotin, J. Urgel, & Q. Vidal, Développer la créativité et l’esprit critique des élèves (pp. 51–111). OECD. https://doi.org/10.1787/86d70b01-fr
Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., de Luca, F., Fernández-Barrerra, M., Jacotin, G., Urgel, J., & Vidal, Q. (2020b). Développer la créativité et l’esprit critique des élèves: Des actions concrètes pour l’école (https://www.oecd-ilibrary.org/sites/86d70b01-fr/index.html?itemId=/content/component/86d70b01-fr). OECD. https://doi.org/10.1787/8ec65f18-fr
Wassell, B. A., Wesely, P., & Glynn, C. (2019). Agents of change: Reimagining curriculum and instruction in world language classrooms through social justice education. Journal of Curriculum and Pedagogy, 16(3), 263–284. https://doi.org/10.1080/15505170.2019.1570399
Wong, W., & Van Patten, B. (2003). The evidence is IN: Drills are OUT. Foreign Language Annals, 36(3), 403–423. https://doi.org/10.1111/j.1944-9720.2003.tb02123.x
Yemez, N., & Dikilitaş, K. (2022). Development of verbal creativity by bilingual and English as foreign language learners in kindergarten to 8th grade schools. Creativity Studies, 15(1), 25–39.
Yusupova, G. (2022). Creativity and other learner characteristics in acquiring language. Nternational Journal on Integrated Education, 5(1), 207–210.
Ziyadullayev, D. S., & Pozilova, S. K. (2018). Organizational and pedagogical terms of use of creative training at courses of improving qualification of pedagogical staff. Web of Scholar, 3(5(23)), 1091–1103.
Birdsell, B. (2013). Motivation and creativity in the foreign language classroom. FLLT Conference Proceedings, 2, 887–903. http://www.litu.tu.ac.th/journal/FLLTCP/Proceeding/887.pdf
Birkmaier, E. M. (1971). The meaning of creativity in foreign language teaching. The Modern Language Journal, 55(6), 345–353. https://doi.org/10.2307/322467
Bland, J. (2022). Compelling stories for English language learners: Creativity, interculturality and critical literacy. Bloomsbury Publishing. https://www.bloomsbury.com/us/compelling-stories-for-english-language-learners-9781350190009/
Böttger, H., & Költzsch, D. (2022). The secret powers of a wandering mind: Underestimated potential of a resting state network for language acquisition. In N. Dario & L. Tateo (Eds.), New Perspectives on Mind-Wandering (https://link.springer.com/chapter/10.1007/978-3-031-06955-0_12; pp. 211–224). Springer International Publishing. https://doi.org/10.1007/978-3-031-06955-0_12
Burke, B. M. (2011). Rituals and beliefs ingrained in world language pedagogy: Defining deep structure and conventional wisdom. Journal of Language Teaching and Research, 2(1), 1–12. https://doi.org/10.4304/jltr.2.1.1-12
Cahnmann-Taylor, M., & Coda, J. (2019). Troubling normal in world language education. Critical Inquiry in Language Studies, 16(2), 107–129. https://doi.org/10.1080/15427587.2018.1450632
Camargo, K. D. R. (2018). Teorías implícitas sobre creatividad en una muestra de padres y madres de familia de Bogotá [PONTIFICIA UNIVERSIDAD JAVERIANA]. https://repository.javeriana.edu.co/bitstream/handle/10554/39616/TI%20creatividad%20en%20Padres%20y%20madres%20de%20familia.%20Karen%20Rojas.pdf?sequence=1&isAllowed=y
Cho, M. (2023). Multiple components of flow: Influences on learner perception and learning in classroom activity. Korean Journal of English Language and Linguistics, 23, 1–13.
Costa Lopes, A. M., Oliveira, I., Pereira, J., Gillain, R., Amante, S., Fidalgo, S., Relvas, S., & Delplancq, V. (2022). The Korsakow platform and nonlinear narratives as a means to enhance foreign language learning in HE. International Journal of Human Sciences Research, 2(6), 1–10. https://doi.org/DOI:10.22533/at.ed.558262210034
Cunningham, A., & Redmond, M. L. (2008). Instructional design and early language learning: Cognition, creativity, and technology. Hispania, 91(2), 435–445. JSTOR. https://doi.org/10.2307/20063728
Dawoud, L. K., Hasim, Z., & Saad, M. R. M. (2022). Creative drama in language education: A systematic literature review. Radical Solutions in Palestinian Higher Education, 135–146. https://doi.org/10.1007/978-981-19-0101-0_11
Debski, R. (n.d.). Support of creativity and collaboration in the language classroom: A new role for technology. Australian Review of Applied Linguistics. https://doi.org/10.3316/aeipt.85940
Du, X. (2010). Foreign language acquisition, motivation and creativity [M.S. Thesis, Fort Hays State University]. https://scholars.fhsu.edu/cgi/viewcontent.cgi?article=1166&context=theses
Egbert, J. (2003). A study of flow theory in the foreign language classroom. Canadian Modern Language Review/La Revue Canadienne Des Langues Vivantes, 60(5), 549–586. https://doi.org/10.3138/cmlr.60.5.549
Elisondo, R.C. & Donolo, D.S. (2021). Cuestionario de acciones creativas: Propiedades psicométricas de la versión abreviada (CAC42) . Revista Evaluar, 21(3), Article 3. https://doi.org/10.35670/1667-4545.v21.n3.36308 Available from https://revistas.unc.edu.ar/index.php/revaluar/article/view/36308
Espinoza, J. A. V. (2011). La creatividad en ninos y ninas de educacion inicial de cuatro a cinco anos en el centro de estimulacion integral y apoyo psicoterapeutico de la universidad del Azuay (CEIAP) [M.A. Thesis, La Universidad de Azuay (CEIAP)]. https://dspace.uazuay.edu.ec/bitstream/datos/3031/1/08516.pdf
Faizuddin, A., An-Nuaimy, T., & Al-Anshory, A. S. (2016). Exploring teachers’ creative teaching strategies in teaching Arabic as a foreign language at a private Islamic secondary school in Malaysia. IIUM Journal of Educational Studies, 4(2), 21–37. https://doi.org/10.31436/ijes.v4i2.88
Filteau, S. (2012). La créativité sous toutes ses coutures. Pédagogie Collégiale, 25(3), 25–32.
Hlas, A. C., Nadolny, J. J., & Hlas, C. S. (2022). Investigating creativity in online K-12 world language classrooms. In Handbook of Research on Effective Online Language Teaching in a Disruptive Environment (https://www.igi-global.com/chapter/investigating-creativity-in-online-k-12-world-language-classrooms/www.igi-global.com/chapter/investigating-creativity-in-online-k-12-world-language-classrooms/312814; pp. 143–167). IGI Global. https://doi.org/10.4018/978-1-7998-7720-2.ch008
Huh, K. (2007). CALL and creativity: Incorporating creativity task into CMC environments. Environments, 10(1), 36–61.
Keane, M. T. (2010). Creativity: A gap analysis (https://researchrepository.ucd.ie/entities/publication/e3a5fa68-246e-4c69-ab84-9bc7f2413900/details). 29–31. http://hdl.handle.net/10197/10862
Kliesch, M., Becker, R., & Hervais-Adelman, A. (2022). Global and localized network characteristics of the resting brain predict and adapt to foreign language learning in older adults. Scientific Reports, 12(1), Article 1. https://doi.org/10.1038/s41598-022-07629-y
Lee, C. S., Therriault, D. J., & Linderholm, T. (2012). On the cognitive benefits of cultural experience: Exploring the relationship between studying abroad and creative thinking. Applied Cognitive Psychology, 26(5), 768–778. https://doi.org/10.1002/acp.2857
Medvedeva, O. D., Rubtsova, A. V., Vilkova, A. V., & Ischenko, V. V. (2022). Digital monitoring of students’ soft skills development as an interactive method of foreign language learning. Education Sciences, 12(8), 506. https://doi.org/DOI:10.3390/educsci12080506
Mirkenova, G. K., Janserkeyeva, E. N., & Saurukova, G. I. (2022). The concept of innovative approaches in the teaching methodology of foreign language at a linguistic university. Мир Науки, Культуры, Образования, 2(93), 164–167.
Mizhuno, C.K., & Ju, L. (2022). Conceptualizing culture and creativity: Perspectives on creativity by Japanese secondary school students. The Journal of Creative Behavior, 56(3), 449-464. https://onlinelibrary.wiley.com/doi/pdf/10.1002/jocb.540
MORAR, L.-L., BOȘTINĂ-BRATU, S., & NEGOESCU, A. (2020). The importance of creativity in foreign language acquisition. Revista Academiei Fortelor Terestre, 25(3), 217–222. https://doi.org/DOI:10.2478/raft-2020-0026
Pishghadam, R., Khodadady, E., & Zabihi, R. (2011). Learner creativity in foreign language achievement. European Journal of Educational Studies, 3(3), 465–472.
Polok, K., Mala, E., & Muglova, D. (2020). On the salience of becoming a creative foreign language teacher. XLinguae, 13(4), 152–162. https://doi.org/10.18355/XL.2020.13.04.11
Porter, A., Graham, S., Myles, F., & Holmes, B. (2022). Creativity, challenge and culture in the languages classroom: A response to the Ofsted Curriculum Research Review. The Language Learning Journal, 50(2), 208–217. https://doi.org/10.1080/09571736.2022.2046358
Ramos-Delgado, A. (2013). La creatividad y el aprendizaje de lenguas extranjeras en alumnos de 1o de ESO. (https://reunir.unir.net/bitstream/handle/123456789/2085/2013_07_25_TFG_ESTUDIO_DEL_TRABAJO.pdf?sequence=1&isAllowed=y) [M.A. Thesis, Universidad Internacional de La Rioja]. https://reunir.unir.net/handle/123456789/2085
Richards, J. C. (2013). Creativity in language teaching. Iranian Journal of Language Teaching Research, 1(3), 19–43.
Richards, J. C., & Cotterall, S. (2015). Exploring creativity in language teaching. In Creativity in language teaching (pp. 97–113). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315730936-7/exploring-creativity-language-teaching-jack-richards-sara-cotterall
Rose, J., Hattingh, L., & McInnes, K. (2019). Young children as scientists, designers and technologists–theories of learning. In Teaching Science and Technology in the Early Years (3–7) (pp. 17–35). Routledge.
Rossmann, E., & Fink, A. (2010). Do creative people use shorter associative pathways? Personality and Individual Differences, 49(8), 891–895. https://doi.org/10.1016/j.paid.2010.07.025
Sabyrbek, N., & Koshenova, A. (2021). Innovative approaches in the methodology of teaching foreign languages. Scientific Collection «InterConf», 2021(50), Article 50.
Sadykova, A. G., & Shelestova, O. V. (2016). Creativity development: The role of foreign language learning. International Journal of Environmental and Science Education, 11(15), 8163–8181.
Saeki, Noriko. (1997). Differences in creative thinking between American and Japanese college students in education. All Graduate Theses and Dissertations. 6113. https://digitalcommons.usu.edu/etd/6113
Scarino, A., & Liddicoat, A. J. (2016). Reconceptualising learning in transdisciplinary languages education. L2 Journal, 8(4), 20–35.
Selfa-Sastre, M., Pifarré, M., Cujba, A., Cutillas, L., & Falguera, E. (2022). The role of digital technologies to promote collaborative creativity in language education. Frontiers in Psychology, 13(2022), 1–13.
Serdyukov, P. (2017). Innovation in education: What works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. https://doi.org/10.1108/JRIT-10-2016-0007
Shchebunyaeva, N. G., Guseva, N. V., Polyanskaya, G. I., Fedorova, E. Y., & Burlakova, O. P. (2021). Innovative approaches to teaching foreign languages at the university. Propósitos y Representaciones, 9(SPE2), 1–9. https://doi.org/10.20511/pyr2021.v9nSPE2.1107
Shimichev, A. S., & Rotanova, M. B. (2022). Development of technical university students’ foreign language creativity in distance learning. 2022 Communication Strategies in Digital Society Seminar (ComSDS), 51–54. https://ieeexplore.ieee.org/document/9769150
Smith, C. A. (2018). “Creativity” in Japanese education policy. In P. Clements, A. Krause, & P. Bennett (Eds.), Language teaching in a global age: Shaping the classroom, shaping the world. Tokyo: JALT.
Susanto, S. (2022). Improving students’ creative thinking in learning Arabic through HOTS based project based learning model. An Nabighoh: Jurnal Pendidikan Dan Pembelajaran Bahasa Arab, 24(1), 1–16. https://doi.org/10.32332/an-nabighoh.v24i1.3924
Suwartono, T., Herawati, I., & Suweni, D. (2022a). Creative and innovative language teaching. Tarling: Journal of Language Education, 6(1), 1–19. https://doi.org/10.24090/tarling.v6i1.6180
Szerencsi, K. & others. (2010). The need for linguistic creativity in foreign language classroom discourse. Acta Universitatis Sapientiae Philologica, 2.2, 286–298.
Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., de Luca, F., Fernández-Barrerra, M., Jacotin, G., Urgel, J., & Vidal, Q. (2020a). Créativité et esprit critique: De la théorie à des référentiels de compétences à l’usage des enseignants. In S. Vincent-Lancrin, C. González-Sancho, M. Bouckaert, F. de Luca, M. Fernández-Barrerra, G. Jacotin, J. Urgel, & Q. Vidal, Développer la créativité et l’esprit critique des élèves (pp. 51–111). OECD. https://doi.org/10.1787/86d70b01-fr
Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., de Luca, F., Fernández-Barrerra, M., Jacotin, G., Urgel, J., & Vidal, Q. (2020b). Développer la créativité et l’esprit critique des élèves: Des actions concrètes pour l’école (https://www.oecd-ilibrary.org/sites/86d70b01-fr/index.html?itemId=/content/component/86d70b01-fr). OECD. https://doi.org/10.1787/8ec65f18-fr
Wassell, B. A., Wesely, P., & Glynn, C. (2019). Agents of change: Reimagining curriculum and instruction in world language classrooms through social justice education. Journal of Curriculum and Pedagogy, 16(3), 263–284. https://doi.org/10.1080/15505170.2019.1570399
Wong, W., & Van Patten, B. (2003). The evidence is IN: Drills are OUT. Foreign Language Annals, 36(3), 403–423. https://doi.org/10.1111/j.1944-9720.2003.tb02123.x
Yemez, N., & Dikilitaş, K. (2022). Development of verbal creativity by bilingual and English as foreign language learners in kindergarten to 8th grade schools. Creativity Studies, 15(1), 25–39.
Yusupova, G. (2022). Creativity and other learner characteristics in acquiring language. Nternational Journal on Integrated Education, 5(1), 207–210.
Ziyadullayev, D. S., & Pozilova, S. K. (2018). Organizational and pedagogical terms of use of creative training at courses of improving qualification of pedagogical staff. Web of Scholar, 3(5(23)), 1091–1103.
Research on Creativity in EFL Classrooms
Allagui, B. (2022). Facilitating creativity through multimodal writing: An examination of students’ choices and perceptions. Creativity. Theories–Research-Applications, 9(1), 108–129. https://doi.org/10.2478/ctra-2022-0006
Baghaei, S., & Baghaei, S. (2022). Relationship between creativity and grammar learning strategy use: A case of Iranian advanced EFL learners. International Journal of Foreign Language Teaching & Research, 10(41), 89–101.
Balakhtar, K. S., Bondarchuk, O. I., & Ostapov, S. E. (2020). Creativity of foreign languages teachers in Ukrainian higher education institutions: Empirical data. Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020), 1, 81–96. https://philarchive.org/archive/POHPPO#page=98
Bland, J. (2022). Compelling stories for English language learners: Creativity, interculturality and critical literacy. Bloomsbury Publishing. https://www.bloomsbury.com/us/compelling-stories-for-english-language-learners-9781350190009/
Bouhmid, A. (2019). Diversity in creative writing workshops: The case of undergraduates studying English as a foreign language. Recherche et Pratiques Pédagogiques En Langues de Spécialité. Cahiers de l’Apliut, 38(1), Article Vol. 38 N°1. https://doi.org/10.4000/apliut.7006
Derakhshan, A., Greenier, V., & Fathi, J. (2022). Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study. Current Psychology, 1–20. https://doi.org/10.1007/s12144-022-03371-w
Doncel-Carretero, V. J. (2022). The development of the English language through creativity and playful actions: A didactic proposal (https://tauja.ujaen.es/handle/10953.1/17839) [M.A. Thesis, Universidad de Jaén]. https://tauja.ujaen.es/handle/10953.1/17839
Journal, A., Hana, N., & Hamada, H. (2017). Creativity in the EFLl classroom: Exploring teachers’ knowledge and perceptions. Arab World English Journal, 8(4), 352–364. https://dx.doi.org/10.24093/awej/vol8no4.24
Lin, Y.-J., & Wang, H. (2022). Applying augmented reality in a university English class: Learners’ perceptions of creativity and learning motivation. Innovation in Language Learning and Teaching, 1–15. https://doi.org/10.1080/17501229.2022.2040513
Maharani, S. (2017). Profiling primary English teachers’ creativity through their lesson plans. Journal of English and Education, 3(2), 77–89.
Mendoza, K. Z. V., Cornejo, A. N., & Sánchez, N. M. (2019). La creatividad en el proceso de enseñanza aprendizaje del idioma inglés a nivel superior. RECIAMUC, 2(3), Article 3. https://doi.org/10.26820/reciamuc/2.(3).septiembre.2018.174-193
Rababah, L. M. (2018). An adapted version of torrance test of creative thinking (TTCT) in EFL/ESL writing: A rubric scoring and a review of studies. International Journal of English and Education, 7(2), 128–136.
Yang, Y.-T. C., Chen, Y.-C., & Hung, H.-T. (2020). Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 0(0), 1–23. https://doi.org/10.1080/09588221.2020.1750431
Yarchuk, K., & Samoylyukevych, I. (2018). Development of creative abilities of junior schoolchildren in English lessons. Актуальні Проблеми Навчання Іноземних Мов За Професійним Спрямуванням, XXI(I), 28–43. https://doi.org/doi: 10.15405/ejsbs.228
Yuan, R., Liao, W., Wang, Z., Kong, J., & Zhang, Y. (2022). How do English-as-a-foreign-language (EFL) teachers perceive and engage with critical thinking: A systematic review from 2010 to 2020. Thinking Skills and Creativity, 43, 101002. https://doi.org/10.1016/j.tsc.2022.101002
Baghaei, S., & Baghaei, S. (2022). Relationship between creativity and grammar learning strategy use: A case of Iranian advanced EFL learners. International Journal of Foreign Language Teaching & Research, 10(41), 89–101.
Balakhtar, K. S., Bondarchuk, O. I., & Ostapov, S. E. (2020). Creativity of foreign languages teachers in Ukrainian higher education institutions: Empirical data. Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020), 1, 81–96. https://philarchive.org/archive/POHPPO#page=98
Bland, J. (2022). Compelling stories for English language learners: Creativity, interculturality and critical literacy. Bloomsbury Publishing. https://www.bloomsbury.com/us/compelling-stories-for-english-language-learners-9781350190009/
Bouhmid, A. (2019). Diversity in creative writing workshops: The case of undergraduates studying English as a foreign language. Recherche et Pratiques Pédagogiques En Langues de Spécialité. Cahiers de l’Apliut, 38(1), Article Vol. 38 N°1. https://doi.org/10.4000/apliut.7006
Derakhshan, A., Greenier, V., & Fathi, J. (2022). Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study. Current Psychology, 1–20. https://doi.org/10.1007/s12144-022-03371-w
Doncel-Carretero, V. J. (2022). The development of the English language through creativity and playful actions: A didactic proposal (https://tauja.ujaen.es/handle/10953.1/17839) [M.A. Thesis, Universidad de Jaén]. https://tauja.ujaen.es/handle/10953.1/17839
Journal, A., Hana, N., & Hamada, H. (2017). Creativity in the EFLl classroom: Exploring teachers’ knowledge and perceptions. Arab World English Journal, 8(4), 352–364. https://dx.doi.org/10.24093/awej/vol8no4.24
Lin, Y.-J., & Wang, H. (2022). Applying augmented reality in a university English class: Learners’ perceptions of creativity and learning motivation. Innovation in Language Learning and Teaching, 1–15. https://doi.org/10.1080/17501229.2022.2040513
Maharani, S. (2017). Profiling primary English teachers’ creativity through their lesson plans. Journal of English and Education, 3(2), 77–89.
Mendoza, K. Z. V., Cornejo, A. N., & Sánchez, N. M. (2019). La creatividad en el proceso de enseñanza aprendizaje del idioma inglés a nivel superior. RECIAMUC, 2(3), Article 3. https://doi.org/10.26820/reciamuc/2.(3).septiembre.2018.174-193
Rababah, L. M. (2018). An adapted version of torrance test of creative thinking (TTCT) in EFL/ESL writing: A rubric scoring and a review of studies. International Journal of English and Education, 7(2), 128–136.
Yang, Y.-T. C., Chen, Y.-C., & Hung, H.-T. (2020). Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 0(0), 1–23. https://doi.org/10.1080/09588221.2020.1750431
Yarchuk, K., & Samoylyukevych, I. (2018). Development of creative abilities of junior schoolchildren in English lessons. Актуальні Проблеми Навчання Іноземних Мов За Професійним Спрямуванням, XXI(I), 28–43. https://doi.org/doi: 10.15405/ejsbs.228
Yuan, R., Liao, W., Wang, Z., Kong, J., & Zhang, Y. (2022). How do English-as-a-foreign-language (EFL) teachers perceive and engage with critical thinking: A systematic review from 2010 to 2020. Thinking Skills and Creativity, 43, 101002. https://doi.org/10.1016/j.tsc.2022.101002