College-Level Second Language Courses and Creative Thinking Skills: An Ex Post Facto Study

Yıl 2017, Cilt: 7 Sayı: 1, 119 - 142, 31.01.2017

Sandro Sehic

Öz

The aim of this quantitative ex post facto research study was to explore whether

college learners in the United States who had successfully completed college-level

second language course(s) perform better than those who did not complete such a

course(s) on the Alternate Uses test in the domains of fluency, flexibility, originality,

and elaboration. The sample size consisted of 160 participants, of whom 80 were fulltime

college learners who successfully completed second language course(s). The

MANOVA test suggested that a statistically significant difference existed in the

domain of flexibility (F (1,158) = 5.602; p < 0.05; partial η² = 0.034) but not in the

domains of fluency (F (1,158) = 2.515; p > 0.05; partial η² = 0.016), originality (F (1,158)

= 2.444; p > 0.05; partial η² = 0.015), and elaboration (F (1,158) = 2.822; p > 0.05; partial

η² = 0.018).    

Anahtar Kelimeler

Creative thinking skills, Creativity, Second Language

Kaynakça

• Adescope, O., Laving, T., Thompson, T., & Ungerleider, C. (2012). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80(2), 207-245. doi: 10.3102/0034654310368803
• Akinwamide, T. K. & Adedara, O. G. (2012). Facilitating autonomy and creativity in second language learning through cyber-tasks, hyperlinks and net-surfing. English Language Teaching, 5(6), 36-42. doi: 10.5539/elt.v5n6p36
• Black, T. R. (1999). Doing quantitative research in the social sciences: An intergrated approach to research design, measurement and statistics. Thousand Oaks, CA: Sage Publications, Ltd.