Barriers to enhancing creativity in English language learning in three Thai universities : EFL instructors' and learners' perceptions

Name: Patamarat Plicharoensuk

keyword: Barriers to creativity

; Learner's creativity

; Creativity enhancement

; Learners' perceptions

; English as a Foreign Language (EFL)

Abstract: The purpose of this study is 1) to investigate perceptions of instructors and learners from three Thai universities on barriers to enhancing creativity of EFL learners related to four aspects: educational institute, classroom practice, the learner, and the instructor and 2) to find guidelines for reducing the barriers in enhancing creativity. The exploratory sequential mixed methods design was used in two phases. Initially, in the qualitative phase, data was collected from interviewing three instructors and ten students from each university. After the interview, audio records were transcribed. The content analysis was used to categorize themes and characteristics of the transcripts, which were used to formulate a five-point Likert scale questionnaire. In the quantitative phase, thirty instructors (ten from each university) and 405 learners (135 from each university) gave responses to the questionnaire to generate the findings for generalization. The SPSS program was used to analyze the data by mean and standard deviation. It was found that, firstly, for the barriers related to the educational institutes, the learners and instructors were uncertain whether the educational institutes had policy or provided support such as seminars, training or rewards for creativity in English language classroom. Secondly, for the barriers related to classroom practice, the instructors agreed that lecturing in a classroom was inappropriate to enhance learners’ creativity, followed by inappropriate classroom environment and too many learners in each class. Thirdly, for the barriers involving the learner, the instructors agreed that the learners’ lack of confidence to express their own ideas, their lack of motivation, their fear of instructors and fear of failure, and shyness with the classmates to express their thought were the main barriers. The learners ranked their agreement from their fear of failure and lack of confidence, and, surprisingly, they agreed that using smartphones inappropriately in English class obstructed their creativity. Lastly, for the barriers involving the instructor, the teachers agreed that teachers not giving learners opportunities to express opinions in the English language classroom and not emphasizing creativity were the main problems. The learners gave the highest rank to the instructor’s negative moods and personality, followed by the instructors not giving them opportunities to express their opinions, and teachers sticking to the same teaching style. In addition, some useful guidelines involving approaches in the four aspects to decrease barriers to enhancing learners’ creativity in English language classroom in higher education are also provided

Thammasat University. Thammasat University Library

Address: BANGKOK

Email: preserv@tu.ac.th

Name: Sripathum Noom-ura

Role: advisor

Created: 2017

Modified: 2022-03-09

Issued: 2022-03-09

วิทยานิพนธ์/Thesis

application/pdf

DOI: 10.14457/TU.the.2017.1326

eng

DegreeName: Master of Arts

Level: Master's Degree

Descipline: English Language Teaching

Grantor: Thammasat University

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