Accessing the Creative Self: Encouraging Innovative L2 Expression Within a Japanese Business University Self-Access Center

Sara B Ferguson

doi:10.37237/120104

Abstract

Examining how creativity functions in regards to Japanese students’ English acquisition is a growing field of research. This descriptive practice article outlines the integration of a pioneering framework for creative expression within the Self-Access Center (SAC) of a private Japanese business university. The author provides an argument for the practical application of scaffolded, theory-based learning activities that promote creative development, increase learner engagement, and develop higher-order thinking skills. Example creative writing, reading, speaking, and listening activities are discussed.

Highlights

Examining how creativity functions in regards to Japanese students’ English acquisition is a growing field of research. This descriptive practice article outlines the integration of a pioneering framework for creative expression within the Self-Access Center (SAC) of a private Japanese business university
Successes and obstacles encountered during the implementation of the project are assessed along with suggestions for other practitioners who may be interested in implementing a similar program
Ami...In Japanese Yaki Ami means a grill” the male character replies, providing the Japanese kanji for the term as well as the narratorial aside “(a toasting net)” for further clarification. Another intermediate activity which proved popular among students was Week #4’s Reading/Writing exercise which asked students to create an acrostic poem based on their future professional goals

Summary

Eavesdropping on Others

The Reading/Writing activity for Week #1involved answering a short creative questionnaire with non-standard questions such as “What annoys you?” and “Your friend says they are stressed. While Week #1 and Week #2 activities drew upon accessible knowledge and encouraged the application of only one or two creative characteristics (e.g., fluency and elaboration), Week #3 and Week #4 activities progressed to asking students to respond to prompts in order to make novel productions as well as move toward integrating information from outside sources into their own knowledge. These activities (outlined in Table 2) required the application of another creative characteristic (i.e., three TTCT measures as opposed to the two required for Weeks #1 and #2)

Describing an Elaborate Image Related to Japanese Culture

Scary Story Video Viewing and Response

Findings

Conclusion