Creativity and Narrative Writing in L2 Classrooms : comparing Individual and Paired Task Performance

The study reported in this paper aimed at examining the role of creativity in L2 learners' individual and collaborative written narrative task performance, with the sociocultural theory of mind as a frame of reference. To this end, a sample of 92 intermediate university EFL learners in Isfahan,...

Descripción completa

Detalles Bibliográficos
Autores: Zabihi, Reza, Rezazadeh, Mohsen, Vahid Dastjerdi, Hossein
Tipo de recurso: artículo
Fecha de publicación:2013
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:112026
Acceso en línea:https://ddd.uab.cat/record/112026
https://dx.doi.org/urn:doi:10.5565/rev/jtl3.481
Access Level:acceso abierto
Palabra clave:Creativitat
Escriptura col·laborativa
Tasca narrativa
Creativity
Collaborative writing
Tasks
EFL
La créativité
L'écriture collaborative
La tâche d'écriture narrative
ALE (Anglais comme Langue étrangère)
Creatividad
Escritura colaborativa
Tarea narrativa
id ES_d5f2db6ab7b10bb0a28f6b6cd581cb01
oai_identifier_str oai:ddd.uab.cat:112026
network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv Creativity and Narrative Writing in L2 Classrooms : comparing Individual and Paired Task Performance
title Creativity and Narrative Writing in L2 Classrooms : comparing Individual and Paired Task Performance
spellingShingle Creativity and Narrative Writing in L2 Classrooms : comparing Individual and Paired Task Performance
Zabihi, Reza
Creativitat
Escriptura col·laborativa
Tasca narrativa
Creativity
Collaborative writing
Tasks
EFL
La créativité
L'écriture collaborative
La tâche d'écriture narrative
ALE (Anglais comme Langue étrangère)
Creatividad
Escritura colaborativa
Tarea narrativa
title_short Creativity and Narrative Writing in L2 Classrooms : comparing Individual and Paired Task Performance
title_full Creativity and Narrative Writing in L2 Classrooms : comparing Individual and Paired Task Performance
title_fullStr Creativity and Narrative Writing in L2 Classrooms : comparing Individual and Paired Task Performance
title_full_unstemmed Creativity and Narrative Writing in L2 Classrooms : comparing Individual and Paired Task Performance
title_sort Creativity and Narrative Writing in L2 Classrooms : comparing Individual and Paired Task Performance
dc.creator.none.fl_str_mv Zabihi, Reza
Rezazadeh, Mohsen
Vahid Dastjerdi, Hossein
author Zabihi, Reza
author_facet Zabihi, Reza
Rezazadeh, Mohsen
Vahid Dastjerdi, Hossein
author_role author
author2 Rezazadeh, Mohsen
Vahid Dastjerdi, Hossein
author2_role author
author
dc.subject.none.fl_str_mv Creativitat
Escriptura col·laborativa
Tasca narrativa
Creativity
Collaborative writing
Tasks
EFL
La créativité
L'écriture collaborative
La tâche d'écriture narrative
ALE (Anglais comme Langue étrangère)
Creatividad
Escritura colaborativa
Tarea narrativa
topic Creativitat
Escriptura col·laborativa
Tasca narrativa
Creativity
Collaborative writing
Tasks
EFL
La créativité
L'écriture collaborative
La tâche d'écriture narrative
ALE (Anglais comme Langue étrangère)
Creatividad
Escritura colaborativa
Tarea narrativa
description The study reported in this paper aimed at examining the role of creativity in L2 learners' individual and collaborative written narrative task performance, with the sociocultural theory of mind as a frame of reference. To this end, a sample of 92 intermediate university EFL learners in Isfahan, Iran, participated in this study. The participants were homogenized and divided into two groups: one group performing individually and the other group performing collaboratively. The study involved the measurement of the learners' creativity using the Abbreviated Torrance Test for Adults (ATTA) in terms of features of fluency, elaboration, flexibility and originality as well as the elicitation of learners' individual and collaborative written narrative task performance in terms of three measures of task performance, i.e. Complexity, Accuracy, and Fluency (CAF). The results showed (a) significant advantages regarding the CAF of collaborative writings in comparison with that of individual writers in terms of accuracy; (b) significant correlations between creative fluency and learners' fluent performance in individual, but not paired, task performance; and (c) negative relationships between creative originality and learners' fluent performance in both individual and paired task performance. The implications of the study are discussed.
publishDate 2013
dc.date.none.fl_str_mv 2
2013-01-01
2013
2013-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/112026
https://dx.doi.org/urn:doi:10.5565/rev/jtl3.481
url https://ddd.uab.cat/record/112026
https://dx.doi.org/urn:doi:10.5565/rev/jtl3.481
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by/3.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by/3.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869420770888777728
spelling Creativity and Narrative Writing in L2 Classrooms : comparing Individual and Paired Task PerformanceZabihi, RezaRezazadeh, MohsenVahid Dastjerdi, HosseinCreativitatEscriptura col·laborativaTasca narrativaCreativityCollaborative writingTasksEFLLa créativitéL'écriture collaborativeLa tâche d'écriture narrativeALE (Anglais comme Langue étrangère)CreatividadEscritura colaborativaTarea narrativaThe study reported in this paper aimed at examining the role of creativity in L2 learners' individual and collaborative written narrative task performance, with the sociocultural theory of mind as a frame of reference. To this end, a sample of 92 intermediate university EFL learners in Isfahan, Iran, participated in this study. The participants were homogenized and divided into two groups: one group performing individually and the other group performing collaboratively. The study involved the measurement of the learners' creativity using the Abbreviated Torrance Test for Adults (ATTA) in terms of features of fluency, elaboration, flexibility and originality as well as the elicitation of learners' individual and collaborative written narrative task performance in terms of three measures of task performance, i.e. Complexity, Accuracy, and Fluency (CAF). The results showed (a) significant advantages regarding the CAF of collaborative writings in comparison with that of individual writers in terms of accuracy; (b) significant correlations between creative fluency and learners' fluent performance in individual, but not paired, task performance; and (c) negative relationships between creative originality and learners' fluent performance in both individual and paired task performance. The implications of the study are discussed.L'étude rapportée dans cet article vise à examiner le rôle de la créativité dans le rendement individuel et collectif des apprenants de classe L2 pour ce qui est de la narration écrite, avec la théorie socioculturelle de l'esprit comme un cadre de référence. A cette fin, un échantillon de 92 apprenants d'ALE (Anglais comme Langue étrangère), au niveau intermédiaire, de la province d'Ispahan, en Iran, ont participé à cette étude. Les participants ont été homogénéisés et divisés en deux groupes: un groupe agissant individuellement et l'autre collectivement. L'étude a porté sur la mesure de la créativité des apprenants en utilisant la méthode ATTA (essai de Torrance abrégé pour les adultes) en termes de caractéristiques de la fluidité, l'élaboration, la flexibilité et l'originalité ainsi que l'élicitation du rendement individuel et celui collectif des apprenants concernant la narration écrite dans le cadre de trois mesures du rendement à savoir : Complexité, Précision et Fluidité (CPF). La tâche d'écriture narrative a impliqué les apprenants à raconter une histoire basée sur une image en tant que repère visuel. Les résultats ont montré, entre autres, (a) des avantages significatifs quant à la CPF d'écritures collaboratives par rapport à celles de différents auteurs en termes de précision ; (b) des corrélations significatives entre la fluidité créative et la performance fluide des apprenants individuellement, mais pas collectivement, quant au rendement ; et (c) des relations négatives entre l'originalité créative et la performance fluide des apprenants dans leur rendement individuel et collectif. Les implications de cette étude sont discutées dans le contexte de l'enseignement et de l'apprentissage des langues.El estudio presentado en este artículo examina el rol de creatividad de los estudiantes cuando se escribe individualmente y colaborativamente en el L2. A este fin, una muestra de 92 estudiantes de lengua inglesa (nivel intermedio) de la universidad de Isfahán, Irán, participaron en este estudio. Los participantes fueron divididos en dos grupos: un grupo trabajaba individualmente y el otro grupo trabajaba colaborativamente. Se mida la creatividad usando el Test Torrance (Abreviado) para Adultos (ATTA) para observar la fluidez, elaboración, flexibilidad, y originalidad. También el estudio mida la complejidad, exactitud, y fluidez (CEF) de la ejecución de una tarea donde los estudiantes narran un relato basado en una imagen. Los resultados mostraron (a) importantes ventajas en lo que se refiere a (CEF) en cuanto se refiere a escrituras colaborativas en comparación con aquellos textos hechos individualmente; (b) correlaciones importantes, entre la creatividad y la fluidez de los estudiantes; y (c) una relación negativa entre la originalidad y la creativa tanto en la ejecución de la tarea por parejas como ejecución individual. 22013-01-0120132013-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/112026https://dx.doi.org/urn:doi:10.5565/rev/jtl3.481reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.https://creativecommons.org/licenses/by/3.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:1120262026-06-06T12:50:31Z
score 15,300719

Similares en LA Referencia