نمایش مختصر رکورد

dc.contributor.authorZha, Zheweien_US
dc.contributor.authorGreenier, Vincenten_US
dc.date.accessioned1402-08-26T19:42:52Zfa_IR
dc.date.accessioned2023-11-17T19:43:01Z
dc.date.available1402-08-26T19:42:52Zfa_IR
dc.date.available2023-11-17T19:43:01Z
dc.date.issued2023-07-01en_US
dc.date.issued1402-04-10fa_IR
dc.date.submitted2023-10-26en_US
dc.date.submitted1402-08-04fa_IR
dc.identifier.citationZha, Zhewei, Greenier, Vincent. (2023). Chinese Teachers’ Perceptions of Creativity in the EFL Classroom: Advancing a Culturally Situated Conceptualization of Creativity. Teaching English Language, 17(2), 169-211. doi: 10.22132/tel.2023.181859en_US
dc.identifier.issn2538-5488
dc.identifier.issn2538-547X
dc.identifier.urihttps://dx.doi.org/10.22132/tel.2023.181859
dc.identifier.urihttp://www.teljournal.org/article_181859.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/1047651
dc.description.abstractThis study explores Chinese EFL teachers' perceptions of what characteristics define a creative pupil, beliefs about the malleability and creative competency of students, viewpoints on creativity's relationship to academic subject matter, and assumptions of how creativity is facilitated in the EFL classroom. With the primary aim of contributing to the understanding of creativity as a cultural construct, rather than just a cognitive or social concept, this mixed method research design employed an online questionnaire to include teachers working in different regions and diverse educational contexts in China, as well as interviews to better understand and articulate teachers' viewpoints about creativity in the language classroom. The results of the current study are remarkably inconsistent with the findings of the existing literature that largely support traditional Chinese perceptions and philosophies in relation to creativity, indicating that the concept may be changing in China and/or it may be defined and understood differently in the context of language education. Nonetheless, some traditional perspectives of creativity remain, such as its relationship to academic performance and intellectual aptitude. The study holds important implications for highlighting teachers' conceptualizations of creativity and thus helping to illuminate and advance a culturally situated understanding of creativity in the Chinese EFL classroom.en_US
dc.format.extent1085
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherTeaching English Language and Literature Society of Iran (TELLSI)en_US
dc.publisherانجمن آموزش زبان و ادبیات انگلیسی ایران (تلسی)fa_IR
dc.relation.ispartofTeaching English Languageen_US
dc.relation.ispartofTeaching English Languagefa_IR
dc.relation.isversionofhttps://dx.doi.org/10.22132/tel.2023.181859
dc.subjectcreativityen_US
dc.subjectcultureen_US
dc.subjectCulturally-situated learningen_US
dc.subjectEnglish as a foreign languageen_US
dc.titleChinese Teachers’ Perceptions of Creativity in the EFL Classroom: Advancing a Culturally Situated Conceptualization of Creativityen_US
dc.typeTexten_US
dc.typeOriginal Articleen_US
dc.contributor.departmentSchool of Languages, Linguistics, Music & Visual Culture, University of Aberdeenen_US
dc.contributor.departmentSchool of Languages, Linguistics, Music & Visual Culture, University of Aberdeenen_US
dc.citation.volume17
dc.citation.issue2
dc.citation.spage169
dc.citation.epage211
nlai.contributor.orcid0000-0002-7897-1865
nlai.contributor.orcid0000-0001-6844-2209


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