The Relative Effect of Free-Expression Method on the Creativity Skill of Second Language Writers
Abstract
This study examined the relative effect of the Free-Expression Method on the creativity skill of second language writers. The purpose was to determine how far the Free Expression Method could be of assistance to the development of the micro-skills of generating and composing which are the needed impetuses for creativity in writing. The study employed the pre-test, post-test and control quasi-experimental research design. The sample consisted of 80 senior secondary school final year students. One instrument was used to gather data. The West African Examinations Council’s (WAEC) English Language Essay Questions. The data generated were subjected to statistical analysis and the results of the analysis show that there is no significant difference between the pre-test scores of both the control and the experimental group hence at take-off the two group homogeneity was established. There is significant difference in the post-test scores of the experimental and the control group. Treatment has significant effect on creativity. There is no significant difference between the pre-test and post-test scores of the students in control group. As evident from the out-come of the research, the Free Expression Method has significant effect on students’ creativity in essay writing.
How is creativity measured by pre and post tests? In research findings, the pre-test is essential in establishing the homogeneity of all groups covering experimental and control groups. It is after the application of the treatment that the post-test is administered. In this study, the pre-test was given to all the groups to ascertain their level of creativity before the application of the Free-Expression Method which is the treatment. Through the pre-test result, it was discovered that the Experimental Group score was not significantly higher than that of the Control Group. The two groups were homogenous; hence the research was carried on with the application of the Free-Expression Method on the Experimental Group. Post-test came up after this and the Experimental Group performed significantly better as a result of the treatment.
Why is increased creativity the cause for higher post test score? This was because of the treatment given to the Experimental Group. The Control Group which was not exposed to the Free Expression Method had no higher score.
How does this align with other research in SoTL? This aligns with other researches in SoTL with the display of the pedagogical gains of the Free-Expression Method for teaching and learning how to write better. The skill of writing has been adjudged as the most complex of all the Language Skills. The research is a contribution to the development of writing skill.
Whose work is being extended here? This work is an off-shoot of the Cognitive-Mentalist School of Thought in Language Learning.
Location
Room 2002
Recommended Citation
Akinwamide, Timothy K. Dr., "The Relative Effect of Free-Expression Method on the Creativity Skill of Second Language Writers" (2014). SoTL Commons Conference. 101.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/101
The Relative Effect of Free-Expression Method on the Creativity Skill of Second Language Writers
Room 2002
This study examined the relative effect of the Free-Expression Method on the creativity skill of second language writers. The purpose was to determine how far the Free Expression Method could be of assistance to the development of the micro-skills of generating and composing which are the needed impetuses for creativity in writing. The study employed the pre-test, post-test and control quasi-experimental research design. The sample consisted of 80 senior secondary school final year students. One instrument was used to gather data. The West African Examinations Council’s (WAEC) English Language Essay Questions. The data generated were subjected to statistical analysis and the results of the analysis show that there is no significant difference between the pre-test scores of both the control and the experimental group hence at take-off the two group homogeneity was established. There is significant difference in the post-test scores of the experimental and the control group. Treatment has significant effect on creativity. There is no significant difference between the pre-test and post-test scores of the students in control group. As evident from the out-come of the research, the Free Expression Method has significant effect on students’ creativity in essay writing.
How is creativity measured by pre and post tests? In research findings, the pre-test is essential in establishing the homogeneity of all groups covering experimental and control groups. It is after the application of the treatment that the post-test is administered. In this study, the pre-test was given to all the groups to ascertain their level of creativity before the application of the Free-Expression Method which is the treatment. Through the pre-test result, it was discovered that the Experimental Group score was not significantly higher than that of the Control Group. The two groups were homogenous; hence the research was carried on with the application of the Free-Expression Method on the Experimental Group. Post-test came up after this and the Experimental Group performed significantly better as a result of the treatment.
Why is increased creativity the cause for higher post test score? This was because of the treatment given to the Experimental Group. The Control Group which was not exposed to the Free Expression Method had no higher score.
How does this align with other research in SoTL? This aligns with other researches in SoTL with the display of the pedagogical gains of the Free-Expression Method for teaching and learning how to write better. The skill of writing has been adjudged as the most complex of all the Language Skills. The research is a contribution to the development of writing skill.
Whose work is being extended here? This work is an off-shoot of the Cognitive-Mentalist School of Thought in Language Learning.
