Abstract
This study investigated the effect of virtual vs. traditional classroominstruction oncreative thinking among Iranian High school EFL Learners. One-hundred and forty three female of high and low level of proficiency, who were selected randomly, were assigned to two VLI (N = 60) and TCI group (N = 60) based on their scores in OPT. Then, each group were divided into two sub groups (high and low level) randomly in order to evaluate the effect of proficiency of each group on creative thinking. At first, a pre-test of creative thinking was administered for both groups to identify the amount of creative thinking. Then participants of both groups received 14-sessions same language learning English book1 but virtual group taking advantage of weblog while the participants of traditional group learned language in traditional environment. At last, all learners of the study were given a creative thinking test as post-test. Also, this test was administered on sub groups separately. Researcher used a pretest-posttest of Gilford (1976) for measuringlevel of creative thinking of learners. In addition, attitudesquestionnaire on different learning situation (Till, 2004) was used to evaluate attitudes of both VLI and TCI groups. T-test was used to analyze the data, which revealed that total gain in creative thinking domain by VLI and also high VLI subgroups was significantly superior to the total gain in creative thinking domain by other groups. Also, the attitudes of the VLI group participants were also higher than the TCI group participants. The findings of the study can be used as guidelines for designing classroom environments that can improve the creativity of learners.
Highlights
Thinking is an undeniable part of human’s life
This study investigated the effect of virtual vs. traditional classroominstruction oncreative thinking among Iranian High school EFL Learners
Odd numbers were assigned to Virtual learning instruction (VLI) group and even numbers were assigned to TCI group
Summary
Thinking is an undeniable part of human’s life. Everyone thinks and as the result what people do, depends on the quality of their thoughts. When someone is told and forced to reach to a decision about something new, thinking deeply is required and asking how and why, are the first steps of making a good decision process. Paul (2003) asserted that thinking intellectually refers to the teaching practice andvision of Socrates 2500 years ago who discovered that people could not rationallyjustify their confident claims to knowledge. He established the importance of asking deep questions that probe profoundly into thinking before we accept ideas. His method of questioning is known as “Socratic Questioning” and is the best known creative thinking teaching strategy
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
