| Summary: | 碩士 === 國立臺灣師範大學 === 創造力發展碩士班 === 101 === The present study aims to develop effective creative English teaching for first- and second-grade students in elementary schools and to investigate the influence of the creative English teaching on academic performance in English, English learning motivation, and creativity among ethnic groups. A nonequivalent pretest-posttest quasi-experimental design was adopted for this study, in which a group of 252 first- and second-grade students from two elementary schools in New Taipei City was recruited. Among them, 117 students from one of the elementary school were assigned to the experimental group, which received creative English teaching；135 students from the other school were assigned to the control group, which received regular English teaching. The classes were held twice a week, and the study was conducted over a period of eight weeks (with a total of 16 classes for each group).
This study employed both quantitative and qualitative instruments to investigate the effects of the creative English teaching. Quantitative instruments consisted of an elementary English ability test, Torrance Tests of Creative Thinking, and a learning motivation scale for elementary school students, and the collected data were sent to statistical analysis with the technique of two-way ANCOVA. Qualitative instruments comprised a course feedback form, a teaching reflective journal, worksheets, and student’s works. The results were as follows:
1.There was a significant main effect of the creative English teaching on academic performance in English. That is, the students receiving creative English teaching outperformed those receiving regular English teaching in academic performance in English. However, there was a non-significant main effect of the ethnic groups and the interaction effect between the teaching methods and the ethnic groups on the academic performance in English.
2.There was a significant main effect of the teaching methods on a part of English learning motivation; i.e., the students receiving creative English teaching outperformed those receiving regular English teaching in cognitive motivation but not in behavior and affective motivation. Furthermore, there was a non-significant effect of the ethnic groups and the interaction effects between the teaching methods and the ethnic groups on English learning motivation.
3.There was a significant main effect of the teaching methods on parts of creativity; i.e., the students receiving creative English teaching outperformed those receiving regular English teaching in originality and elaboration but not in fluency, abstractness of titles, and resistance to premature closure. In addition, there was a non-significant effect of the ethnic groups and the interaction effects between the teaching methods and the ethnic groups on creativity.
Finally, these findings were further discussed, and suggestions for teaching, counseling, and research were made for future reference.
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