Creativity In English Research Articles

BArBENHEIMEr OR oPPENBArBIE: A CASE STUDY IN LEXICAL CREATIVITY AND LUDICITY IN ENGLISH

Language creativity is a complex topic involving many different and mutually inter- twined aspects. In this paper we deal with lexical creativity in English and discuss several key issues relevant to it: the relationship between productivity and creativity, the concepts of ludicity and wordplay, the attention-seeking function of lexical creativity, and the importance of extra- linguistic factors in lexical creativity. To illustrate how these issues pertaining to lexical creativity are reflected in the actual process of forming creative coinages, we focus specifically on the at- tention-grabbing and the naming functions of lexical blending as one of the most creative and most playful word formation processes in English, using as an example the blend Barbenheimer, recently coined for a particular purpose of a double feature of the two different films premiering on the same date. We discuss the formal structure of this blend, its semantic features, as well as its iconicity and the degree of predictability exhibited in the way the names of two blockbusters were amalgamated to form a blend.

Lettering as an Artistic Activity to Integrate English Creative Learning with Hands-On Activity

The English language is challenging. Learning material is in its current state, and sometimes does not promote creativity. Students are looking for fun ways to learn the language. Lettering is one of current art activities that provides both creativity and fun. Applying lettering to the English language requires a module, to make it work. Keyword: English creative learning

Study on the English Creative Noun-Noun Compounds: Based on Metaphorical Thinking

Study on the English Creative Noun-Noun Compounds: Based on Metaphorical Thinking

PENGEMBANGAN BUKU DIGITAL CREATIVE WRITING: BLENDED LEARNING BERBASIS PROYEK TERINTEGRASI KECAKAPAN 6C

This development aims to develop and evaluate digital books with a blended learning approach that is integrated with 6C skills in the English creative writing: drama and theater course. This course aims to improve students' ability to write drama and theater scripts in English while developing important skills that are relevant in a language-learning context. This research design is a research and development design that uses a 4D model. The stages of this research are the define stage, design stage, develop stage, and disseminate stage. The results of this research show that digital blended learning books with a project approach and integration of 6C skills have a positive impact on students' ability to write drama and theater scripts in English. Students also demonstrated improvements in developing 6C skills, including the ability to collaborate, communicate effectively, and think critically. This research provides recommendations for further development in the use of digital blended learning books in the English Creative Writing Drama and Theater courses, as well as increasing the integration of 6C skills in language learning contexts. The findings of this research can be an important contribution to the development of more innovative curricula and teaching methods in English education and the development of student skills.

The Effectiveness of using QUAAR Strategy in Enhancing English Creative Writing Skills for Primary School Students in Jordanian Public Schools

The purpose of this research was to investigate The Effectiveness of using the QUAAR strategy in Enhancing English Creative writing skills for primary school students in Jordanian public schools. The participants in the present study were two classes of 56 pupils in sixth grade at Madaba Primary School for Boys in Madaba, divided into two groups. The first group (the experimental group) comprised 28 pupils who used the QUAAR strategy. The second group (the control group) comprised 28 pupils taught using the traditional method inside the classroom. The two-group pre-post-test experimental design was administered to assess the Effectiveness of the QUAAR strategy. The study's results revealed that using the QUAAR strategy significantly positively affected the enhancement of English Creative writing skills. The results (preferred by the treatment group) can be attributed to using the QUAAR strategy, all the elements that affected the strategy, and the educational means used. In light of the study's results, recommendations were presented to the relevant authorities and future researchers.
 
 Received: 17 May 2023 / Accepted: 16 October 2023 / Published: 5 November 2023

Proposing Chinese English as a lingua franca (ChELF)

Scholarly attention to English in relation to L1 Chinese speakers in China has yielded fruitful research insights and publications, which present us with various names, such as Chinglish, Chinese English, China English and a few more, leading to terminological controversies (e.g. Eaves, 2011; Y. Li, 2018; Zhang, 1997). A review of different theoretical stances illuminates that recent research under different names converges toward an attempt to reflect the role of English as a lingua franca (ELF) for Chinese individuals, given the context of globalisation and digitalisation. The article proposes to address terminological puzzles by adopting the notion of Chinese English as a lingua franca (ChELF) to elucidate the role of ELF and acknowledge Chinese ownership of English, hoping for collaborations among researchers interested in Chinese legitimacy in English creativity emerging in intercultural practices.

The oppressions of ‘creativity’? Equity and power in emergent global discourses of the Creative Writing (SL) field

ABSTRACT In previous papers, I have sought to usher Creative Writing in English into Literary Studies contexts in Korea by responding to rhetorical questions, such as “[h]ow to begin to feel like ourselves in a language we do not quite feel at home in?” (Disney 2011: 7) and, erroneously, “how might [students] do something materially akin to [western] canonical texts set before them” (Disney 2014: 3). On reflection, and after more than a decade in Korea, it is wholly apparent just how uncritically these questions centralize English and, therein, my own unchecked entitlement. Both questions remain as if ethically indifferent to the inherent inter-linguistic, trans-cultural power relations at play within Creative Writing in Non-Native Language contexts (herewith, “CW[SL]”). When calling our attention to the fact that “there is something amoral about teaching English Creative Writing in Asia” (52), writer, researcher, and educator Xu Xi issues a direct challenge: how are native-speaking English-language writer-scholars to be more than unwitting avatars of privilege, performing vectors of dominance (Ritzer 204) in a first language among non-native language-learning writer-students? One suspects answers may well be located inside languages other than English.

An Assistant Teaching System of English Creative Writing Based on Semantic Mining

To enhance students’ English writing ability, English creative writing has become a common course offered by colleges and universities. English reference is an indispensable tool for creative English writing. How to choose appropriate English references is an important guarantee to complete good work. Therefore, this paper proposes a Deep Semantic Mining-based Recommendation (DSMR) algorithm for English writing reference selection and recommendation to assist the completion of high-quality English creative writing works. The model can extract user features and document attributes more accurately by deeply mining semantic information of literature content and user needs, so as to achieve more accurate recommendations. First, the Bidirectional Encoder Representation from Transformers (BERT) pretraining model is adopted to process literature content and user requirement documents. Through in-depth mining of user characteristics and literature attributes, the problems of data sparsity and cold start of items are effectively alleviated. Then, the forward long short-term memory (LSTM) network was used to focus on the changes in user preferences over time, resulting in more accurate recommendations. The experimental results show that the use of heterogeneous information can significantly improve the recommendation performance, and the additional use of user attribute information can also improve the recommendation performance. Compared with other benchmark models, the recommendation quality of this model is greatly improved.

Covid-19 Pandemic, an agent of productivity and creativity in English; a fiction or a reality.

This paper discussed how Covid-19, a global pandemic has made the English Language more productive and creative despite its devastating effects on the world’s economy. Itwent further to look at the various word-formation processes such as clipping, acronyms, blending, derivation, back-formation, conversion, borrowing, compounding, coinage, affixation, and reduplication. The paper equally discussed some of the constraints or restrictionson word-formation rules in EnglishLanguage. In as much as the native speakers try to create new lexemes in order to broaden the scope of the lexicon of their language, certain uncontrollable factors prevent them from achieving their intended purpose. Technically, these predicaments are referred to as constraints or restrictions. Linguistically, these factors operate within the aspects of phonology, semantics, and morphology.The restrictions to productivity in the English Language are a phonological restriction, semantic restriction, morphological restriction, and synonymy blocking. The paper explained each of these factors and gave examples where necessary for a better understanding.Some of the new words and expressions coined within the era of the coronavirus were stated and explained accordingly. In a bid to vividly describe human activities and experiences in this era ofthe global canker, certain new words and expressions have been created for this purpose. The paper equally took into consideration the word class of the new words and expressions, the word category within which they fall into and the word-formation process used to create each of them.Finally, the study identifiedthe specific word-formation processes used in coining those new words and expressions as compounding, coinage, and prefixation. It was revealed that compounding as a word-formation process was used to create the highest number of new words, followed by coinage and lastly prefixation.In percentage wise, compounding had sixty-three point six four percent (63.64%), coinage had twenty-seven point two seven percent (27.27%) while nine point zero nine percent (9.09%) went to prefixation. The purpose of creating these new words and termswas to get adequate vocabulary to name and describe occurrences surrounding us in this time of the pandemic. ( Merriam-Webster’s Words of the Week, 24/12/2021)says that the new wordscreated within the era of coronavirus are: covidiot,covideo, covexit, the index case, index patient, patient zero, contact tracing, super spreader, community spread, social distancing, and self-quarantine. The study identified eleven (11) words/expressions as new terms created within the period of the pandemic. The descriptive research design was used as a design in the study to describe the new terms. Other potential researchers were recommended to investigate to find out the employment and economic empowerment of individuals in this era of the global epidemic since people were seen everywhere selling nose masks and hand sanitizers. The paper finally recommended that other interested researchers should find out why some word formation processes are so productive than others.

Instructional Guidance for Promoting Creativity in English as a Foreign Language Writing Classrooms: A Korean Case Study

As student creativity is increasingly emphasized in English as a Foreign Language education, it is necessary to consider instructional techniques to encourage it. This study examines the effectiveness of two instructional techniques on creative writing performance of English as a Foreign Language students in a South Korean university. These techniques are variations of brainstorming known as mind mapping and SCAMPER. Survey data from the participants ( n = 39) were analysed to determine which technique resulted in higher levels of perceived creative output (essays). Additionally, a creativity rubric was developed and used to assign analytic scores to the essays to examine the relative benefits of the two techniques for high and low creative ability students. Results show that SCAMPER produced statistically significantly higher levels of perceived creative output. The essays written using SCAMPER generally received higher creativity scores than those written using mind mapping, though this difference was not statistically significant. Finally, results suggest that both techniques may help to narrow the performance gap between high and low creative ability students.

Exploring the relationships of achievement motivation and state anxiety to creative writing performance in English as a foreign language

This study aimed to investigate whether English-as-a-foreign-language (EFL) learners’ creative writing performance was correlated with their achievement motivation and state anxiety and could be predicted by these two factors. Data were collected from seventy-one Taiwanese university students who took part in an English creative writing task. In this activity, the students completed the Questionnaire on Motivation Toward Verbal Creativity in English, the State Anxiety Inventory, and a creative story. Their stories were compared and each story was rated by four university English teachers to yield a content creativity score and a language accuracy score. Both scores were further combined as a total score of creative writing performance. Results indicated significantly negative correlations between achievement motivation and state anxiety and between state anxiety and creative writing performance. Only state anxiety alone could significantly predict creative writing performance, suggesting that the students who felt less anxious tended to perform better on the story-writing task. Based on the findings, pedagogical implications are discussed regarding how English L2 teachers can support learners’ creative writing by dealing with their anxiety.

Web-based applications to develop students’ creativity in English for specific purposes

<span lang="EN-US">This paper investigates the implementation of web-based applications to develop students’ creative thinking skills in English for Specific Purposes. The paper explores the role of web-based applications during creativity development in English for Specific Purposes classes. The attention is paid to the analysis of organizational levels of creative thinking development and concepts of creativity. This paper discusses how to achieve creative thinking during distance learning in English for Specific Purposes classes. The sample was 310 bachelor students from two Ukrainian universities. The sample was selected on the basis of the stratified sampling technique. The instruments were used F-test, the Likert-type scale test, and interviews. The study presents the results gained from interviews with Ukrainian students and results of creativity tests passed by students. The examples of tasks aimed at creative thinking achievement during distance learning in English for Specific Purposes classes are given. A comparative analysis of results has allowed emphasizing the positive experience of two Ukrainian universities, which can be implemented in future distance learning in the higher institutions located in other regions of Ukraine. The findings of this study support the idea that the development of creative thinking skills during the distance learning of bachelor students of different specialism can be intensified with the selection of proper web-based applications.</span>

A Program Based on the Successful Intelligence Theory for Developing English Creative Writing among Secondary Schoolers

A Program Based on the Successful Intelligence Theory for Developing English Creative Writing among Secondary Schoolers

The Effectiveness of Some Educational Approaches on Developing English Creative Writing Skills of Secondary Stage Students

The Effectiveness of Some Educational Approaches on Developing English Creative Writing Skills of Secondary Stage Students

Literary reflections of early postcolonial English in South Africa

AbstractAccording to Schneider's (2003, 2007) dynamic model of the evolution of postcolonial Englishes, the phase of endonormative stabilization is ‘reflected in the emergence of a new and vigorous cultural phenomenon, viz. literary creativity in English, rooted in the new culture and adopting elements of the new language variety’ (Schneider, 2007: 50). In the South African context, endonormative stabilization is dated as beginning with the advent of non‐racial democracy in South Africa (that is, in 1994), linked, according to Schneider (2017: 188), to ‘a broadly based and generally recognized literary creativity, spearheaded by two recent Nobel laureates: Nadine Gordimer in 1991 and J. M. Coetzee in 2003.’ In this paper, this conclusion is challenged by pointing to what Brink (1976: 42) refers to as a ‘vital and viable new literature’ in English which emerged in the first half of the 20th‐century and which often had a striking emphasis on the interrelationship between English and the Afrikaans IDG‐strand; thus constituting a form of postcolonial English which arose well before the examples mentioned by Schneider.

Creativity in English as a Lingua Franca: Idiom and Metaphor. Marie-Luise Pitzl

Review of Creativity in English as a Lingua Franca: Idiom and Metaphor by Marie-Luise Pitzl

Marie-Luise Pitzl (2018). Creativity in English as a Lingua Franca: Idiom and Metaphor

This article reviews Creativity in English as a Lingua Franca: Idiom and Metaphor 978-1-5015-1688-7

Creativity in English

AbstractBraj Kachru consistently argued for the recognition of the literary creativity of writers from the Outer Circle. In this article, Professor Widdowson also raises the issue of creativity among Expanding Circle speakers and writers using English as a lingua franca (ELF). In this context, there is much evidence of the creativity of ‘common talk’ among ELF speakers, although, here, it is talk where users from various communities communicate with each other as best they can, using whatever linguistic resources are at their disposal, without conforming to (or consciously flouting) pre‐existing norms of usage.

Using a Blended Learning Strategy to enhance Official Language Prep School Students’English Creative Writing Skills

ملخص البحث : تهدف الدراسة الى التحقق من فعالية برنامج مدمج لتعزيز مهارات الکتابة الإبداعية باللغة الإنجليزية لطلاب المرحلة الإعدادية بالمدارس الرسمية للغات . بناء على مراجعة النقد الادبي والدراسات السابقة ذات الصلة بموضوع البحث, قام الباحث بالتحقق من الاطار النظري للتعلم المدمج و مهارات الکتابة الإبداعية . ولقد اشتملت ادوات البحث على قائمة تضمنت مهارات الکتابة الابداعية , الامتحانين الکتابيين القبلي والبعدي , ونموذج تحليلي للکتابة الابداعية , إستبيان وتقرير حول المردود نحو البرنامج . ولقد صمم ايضا برنامج للتعلم المدمج يقوم على مهارات الکتابة الإبداعية . وعين لهذه الدراسة فصل مکون من 24 طالب وطالبة بالصف الثالث الاعدادي في مدرسة النيل الرسمية للغات ببني سويف . ولقد اتخذ هؤلاء الطلاب کمجموعة تجريبية واحدة لتلقي تدريب برنامج التعلم المدمج . ولقد تم تحليل نتائج الامتحانين القبلي والبعدي باستخدام إختبارT وتم حصر حجم التاثير. اضافة الى ذلک, تم استخدام الإستبيان لجمع المعلومات الکيفية حول مردود الطلاب نحو البرنامج . و تم عمل تقرير حول مردود البرنامج من قبل معلم اخر کان شاهدا على تطبيق البرنامج لتحقيق الموضوعية والحيادية في تقييم البرنامج . ولقد اظهرت المعلومات الکمية والکيفية حول البرنامج ان هناک فرق دال بين نتائجالإمتحانين القبلي والبعدي لصالح الاخير . في الوقت نفسه, وجد هناک اختلافا بين الطلاب المشارکين في الدراسة کافراد . وفي النهاية , يمکننا ان نستنتج ان استراتيجية التعلم المدمج کان لها فعالية مؤثرة في تعزيز ليس فقط مهارات الکتابة الإبداعية وبخاصة في کتابة المذکرة ولکن ايضا في تقوية المهارات الاجتماعية والتفکيرية بين الطلاب . إضافة الى ان للتعلم المدمج دورا في انعاش المناخ التعليمي وزيادة الدافعية والتعاون بين المتعلمين. : Abstract The aim of this study was to investigate the effectiveness of a blended leaning program on enhancing official language prep school students' English creative writing skills. Based on reviewing the literature review and the previous related studies, the researcher investigated the theoretical framework of blended learning and creative writing skills. The research instruments included a list of creative writing skills, a pre-post writing test, an analytical creative writing skills rubric, a satisfaction questionnaire and a reflection report. Also, a blended learning program based on creative writing skills was designed. A whole class of twenty-four 3rd. prep graders from Nile official school for languages in Bani Suef was assigned to be one experimental group which received training through the blended learning program. The pre and posttests in the creative writing skills were statistically analyzed using T-Test and the effect size was calculated. Also, the satisfaction questionnaire was administered to collect the qualitative data about the program impact and the students' feedback. The reflection report was administered with an external teacher who acted as an observer or a second eye for objective evaluation. Both the quantitative and qualitative data about the program showed that there were statistically significant differences between the pre and post test results in favor of the later. Simultaneously, there were significant differences among all the students' results as individuals. Finally, it was concluded that blended learning paradigm had a magnificent effectiveness in enhancing not only the students' creative writing skills particularly in memoir writing, but also in substantiating the social and cognitive skills among students. It is worthy to mention that blended learning could refresh the atmosphere of learning and increase the students' motivation and cooperation.

The broadening of the concept of creativity in English as a Second Language creative writing classes

ABSTRACT: Creative Writing in English (CWE) has not been extensively researched in Brazil. There are few courses on CWE in Brazilian Languages and Literature universities, and even fewer available publications on this area as well (MYERS, 2006; MORLEY, 2007; BLYTHE and SWEET, 2008; HEALEY, 2009; OBERHOLZER, 2014). For these reasons, the main objective of this research was to investigate the development (VYGOTSKY, 2004; 2007;, M. C.E EINER, A. (2010) 2014. a grammar JOHN-STEINER, CONNERY & MARJANOVIC-SHAN, 2015) of undergraduate students’ concepts about creativity. To achieve that, the researcher investigated the participating students’ initial and final concepts about creativity in a creative writing course in English. This course had 12 Brazilian undergraduate students. The initial results indicated that they all shared a very strict view upon creativity, however, their concepts were all broadened extensively by the end of the course due to the development of the creative writing course as well as the teacher’s pedagogical interventions. Keywords: Creativity; Creative Writing; Broadening