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https://dspace.jaist.ac.jp/Title

外国語教育における創造性の育成と評価：連想を用いた活動とバイオメトリックデータ分析

Author(s)劉, 婷Citation
Issue Date

2021-03

TypeThesis or Dissertation

Text version

ETDURLhttp://hdl.handle.net/10119/17466

RightsDescription

Supervisor:由井薗隆也, 先端科学技術研究科, 博士

Japan Advanced Institute of Science and Technology

Abstract

Cultivating students’ creativity has become an important part of teaching foreign
languages at the university level. This study proposed a creative pedagogy for theforeign language classroom. Activities that involve association and mind mapping in astudent-centered mode can encourage students to think creatively. This study
implemented association-based activities with mind mapping to encourage students toexercise creative, divergent thinking in their learning process. The setting for the study
was a school of Japanese studies at a university in Dalian city in China. At thisuniversity, the students generally follow a traditional curriculum, which is unconcernedwith improving creativity. The fundamental aim was to explore whether a creative
pedagogy could effectively promote creativity development in students’ creative
thinking skills, language proficiency, and learning motivation. The experimental group
received an 8-week intervention that combined the regular curriculum with associationbased activities with mind mapping. The control group received the regular curriculum.
It assumed that association-based activities with mind mapping positively impact thecultivation of creativity.
At present, few studies have investigated to what extent association-based
activities influence foreign language learning among university students in terms ofcreativity outcomes. To clarify the effect of the association-based activities on
creativity, we employed an experimental methodology involving a pre-test/post-test
repeated measures design. All students were tested on creativity performance using
three assessment instruments, a creative thinking test, a foreign language proficiency
test, and a motivation questionnaire: evaluating creative thinking skills through creative
thinking test, performance rating by three factors of fluency, flexibility, and originality;
assessing Japanese language proficiency through Japanese-language proficiency test,
in terms of vocabulary, reading comprehension, and writing; administering a
motivation questionnaire, including choice, executive, and increased motivationquestionnaire, to assess students’ learning motivation.
Besides using traditional tests to measure students’ creativity outcomes, anelectroencephalography (EEG) investigation was taken for testing students’ divergent
thinking skills, and an eye tracking analysis was taken for assessing students’ Japanese
language proficiency, which provided biometric data to further verify the effectivenessof creative pedagogy. In recent years, with the rise and development of cognitive
neuroscience, the research techniques of EEG and brain function imaging haveprovided powerful research tools for directly observing the activity of the brain whenprocessing complex information, which provides a more direct method for exploring
the brain mechanism of creative thinking, especially divergent thinking. In this study,
the EEG data of the two groups students were compared and analyzed during thedivergent thinking tasks’ process. It’s expected that the findings will deepen
understanding and promote the study of the effectiveness of creative thinking skills. In
addition, this study used eye tracking sensors to explore creative pedagogy’s effects onreading ability that is regarded to be the comprehensive reflection of foreign language
proficiency. Eye tracking sensors was used to record eye movement indicators in realtime, going on to map the eye movement indicators to the reading process that caneffectively analyze the reading ability, which provides a quantitative assessment anddata evidence of creative pedagogy’s effectiveness on students’ language proficiency.
In summary, the findings in this study suggest that association-based activities
could be taken into consideration when cultivating creativity in foreign language
teaching in university. Data and insights culled from the findings in this study establish
the knowledge framework of creative foreign language teaching methods andevaluation, which will contribute to the knowledge science to set future directions forthe creative pedagogy in the field of foreign language teaching and learning inundergraduate education.
Keywords: creativity; association-based activities; creative thinking skills; foreign
language proficiency; learning motivation