Writing Tasks to Elicit Language and Creativity: Describe Completed Drawings vs. First Draw, Then Describe

Autor/inn/en	Ryu, Sunhee; Bae, Jungok
Titel	Writing Tasks to Elicit Language and Creativity: Describe Completed Drawings vs. First Draw, Then Describe
Quelle	In: English Teaching, 73 (2018) 4, S.107-123 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Freehand Drawing; Teaching Methods; Thinking Skills; Second Language Learning; Second Language Instruction; English (Second Language); Writing (Composition); Writing Evaluation; Scores; Writing Instruction; Creative Thinking; Vocabulary Skills; Text Structure; Elementary School Students; Immersion Programs; Language Tests; Correlation + Suchen Sie Ihr Suchwort? Drawing; Zeichnen; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibübung; Schreibunterricht; Kreatives Denken; Aktiver Wortschatz; Textstruktur; Immersionsprogramm; Language test; Sprachtest; Korrelation
Abstract	This study investigated a new writing task that utilizes drawing to elicit students' language and original thinking. Two forms of pictures were designed and administered to 118 children. One form was conventional and consisted of completed pictures, requiring students to simply describe the pictures in writing. The other form, which was new, comprised incomplete pictures, requiring students to first draw and then describe them in writing. The descriptions were scored for originality (to represent creative thinking) and vocabulary and text length (to reflect linguistic domains). The originality scores were higher for students who were given the unfinished pictures regardless of their writing proficiency. Vocabulary diversity and text length fluency depended on the level of writing proficiency: for poor writers, these abilities were facilitated when they were given completed pictures, while for good writers, the form variation made no difference. This study highlights that to stimulate original thinking, an unfinished picture form is useful because it affords students opportunities to express unique ideas regardless of poor or good writers. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01