The Effect of Using Six Thinking Hats Strategy on the Development of Writing Skills and Creativity of Seventh Grade EFL Students

Autor/inn/en	Phuntsho, Ugyen; Wangdi, Dumcho
Titel	The Effect of Using Six Thinking Hats Strategy on the Development of Writing Skills and Creativity of Seventh Grade EFL Students
Quelle	In: Journal on English Language Teaching, 10 (2020) 2, S.27-35 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Foreign Countries; Middle School Students; Grade 7; Writing Instruction; Writing Skills; Creativity; Creative Thinking; Writing Tests; English (Second Language); Teaching Methods; Experimental Groups; Control Groups; Writing Improvement; Creative Writing; Writing Strategies; Bhutan + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Schreibunterricht; Writing skill; Schreibfertigkeit; Kreativität; Kreatives Denken; Writing test; Schreibtest; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Kreatives Schreiben; Schreibtechnik
Abstract	The purpose of the study was to examine the effect of using Six Thinking Hats (STH) strategy on the development of writing skill and creativity of seventh grade EFL students. A pretest and posttest quasi-experimental research design was employed involving 65 (34 control, 31 experimental) seventh grade EFL students studying in one of the higher secondary schools under Trongsa district. The writing ability test was administered for both the groups to determine the differences in their learning achievements. The writing skill of English for the experimental group was taught using STH strategy while the control was taught using a conventional method. A t-test for the pretest revealed that there was no significant mean difference between the two groups, indicating a homogenous learning ability at the beginning (p=0.78). However, the posttest analysis revealed a statistical significant difference between the mean scores of writing skills in favor of experimental group (M=15.17, SD=2.23) than the control group (M=11.89, SD=2.46) at p=0.00, indicating the improvement of students writing skill and creativity due to the treatment of STH strategy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01