The purpose of this study is to explore creativity research trends and suggest
 instructional guidance in primary English education. To accomplish these objectives,
 researchers first examined 79 research theses and articles with four main categories
 of analysis: 1) research period and status, 2) subjects, 3) methods, and 4) topics. The
 results showed that the number of research articles has increased since the 2009 revised
 national curriculum which stated creativity directly for the first time. Among the
 various subjects, there were more studies on non-human subjects such as teaching
 and learning methods than studies on humans such as students and teachers. The most
 preferred method was quantitative research and the most-discussed topic was teaching
 and learning methods. Moreover, on the basis of literature research and researchers’
 experiences, researchers suggested creativity instructions specifically in primary
 English in four aspects: 1) cognitive and language, 2) contents, 3) teaching and learning
 methods along with ongoing assessment and evaluation, and 4) teachers and
 environment. Teachers and researchers can reference these instructional guidance in
 planning and implementing creativity in primary English education. Above all, to
 enhance creativity education in primary English, teachers need to recognize clear
 creative guidance directions in language education and work with schools and local
 organizations as well as fellow teachers to ensure that creativity education is established
 in the field.