Creative EFL Teachers & Students' Academic Achievements
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This study examines the impact of EFL teachers' creativity on students' academic achievements in Moroccan high schools, highlighting various effective teaching methods and techniques employed by creative teachers. The findings indicate that creative instruction positively influences student outcomes, despite challenges such as limited teaching materials. Recommendations for enhancing teacher creativity and improving instructional practices are provided, alongside suggestions for future research in the field.
Creative EFL Teachers & Students' Academic Achievements
- 1. Conducted by: M’hamed Jamili Supervised by: Prof. Imane Nejjar June12th, 2017 Creative EFL Teachers and Students’ Academic Achievements A Case Study in Moroccan High Schools Ecole Normale Supérieure Université Mohammed V - Rabat -
- 2. III. Results and Discussion A. The Degree of Creativity of the Observed Teachers B. Teachers’ creativity and students’ achievement C. The Common methods, techniques and activities used by creative teachers IV. Conclusion A. Summary of Findings B. Conclusions C. Pedagogical Implications D. Recommendations E. Limitations F. Suggestions for Further Research Outline I. Introduction A. Problem B. Purpose C. Research Question(s) and Hypothesis(es) D. Rationale E. Organization of the Study II. Methodology A. Data Collection Procedure B. Data Analysis Procedure 2
- 4. Research Problem EFL teachers with low level of creativity reduce students’ learning outcomes in Moroccan high schools 4
- 5. Research Purpose The study attempts to show the extent to which creative EFL teachers and the instructional methods, techniques and activities they use impact their students’ learning outcomes. 5
- 6. Research Hypothesis Teachers’ creativity and the instructional methods, techniques and activities they use increase their students’ learning outcomes in the Moroccan high schools. 6
- 7. Research Questions Do creative EFL teachers impact positively their students’ achievements in the Moroccan high schools? What are the techniques, methods and activities deployed by creative EFL teachers in the Moroccan high schools? 7
- 8. Rationale The interest on creativity in teaching To ascertain whether there are creative teachers in Moroccan high schools or not. 8
- 9. Organization of the study Review of the literature related to the topic of the study. Methodology (Research design, Sampling, Data collection instruments, Data analysis tools) Data Collection Data analysis Checking the confirmation of the hypothesis of the research. 9
- 10. II. Methodology Data Collection Procedures 10
- 11. Research Design/ Approach Mixed-method design (Both qualitative & quantitative approach) 11
- 12. Data Collection Instrument /tools Observation check-list (26 Items) Documents (Students’ grade-reports) Questionnaire (Info about the teachers and 5 open- ended questions) 12
- 13. The Population Sampling Sampling technique: Convenient Sampling (The available and the appropriate population for the research) Population: Six teachers (over six years of teaching experience) 13
- 14. Research Variables Independent Variable: Teacher’s creativity Dependent Variable: Students’ achievements 14
- 15. II. Methodology Data Analysis Procedures 15
- 16. Data analysis procedures DA Tools SPSS Statistics To compute the general creativity value of each teacher according to the checklist items Microsoft Excel To compare the level or degree of creativity of the sampled teachers To compare the level or degree of creativity of each teacher and their students average grade. 16
- 17. Data Analysis Techniques Descriptive Analysis: To analyze and define the common instructional methods techniques, and activities deployed by creative EFL teachers in Moroccan high schools, 17
- 18. III. Results & Discussion 18
- 19. A. The Degree of Creativity of the Observed Teachers 30 46 45 27 28 26 0 5 10 15 20 25 30 35 40 45 50 Teacher (A) Teacher (B) Teacher (C ) Teacher (D) Teacher (E ) Teacher (F) The Degree of Creativity of the Sampled Teachers 19
- 20. B. Teachers’ creativity and students’ achievement Teacher & Students (A) Teacher & Students (B) Teacher & Students (C ) Teacher & Students (D ) Teacher & Students (E) Teacher & Students (F) Degree of teacher's creativity 30 46 45 27 28 26 Average grade of students' achievemnt 12,26 13,13 13,52 11,89 12,23 11,37 30 46 45 27 28 26 12,26 13,13 13,52 11,89 12,23 11,37 0 5 10 15 20 25 30 35 40 45 50 20
- 21. C. The Common methods, techniques and activities used by creative teachers Focus on T(b) and T(c) Methods: (Ts’ answers to the open-ended questions) Eclectic choice of methods Inductive teaching Teaching in communicative situations (CA) 21
- 22. Establishing close rapport. Providing challenging topics and complex learning situations. Using Face-to-face interaction and communication. Asking open-ended questions that require high order thinking skills. Inviting students to think and express their opinions communicatively, Reformulating instructions in different ways. Asking open-ended questions. Techniques: (observation and questionnaire) 22
- 23. Associating the current topics to students’ real-life experiences. Using diverse teaching materials that keep students actively involved in the learning process. Using face-to-face interaction and communication as means of developing students’ proficiency. Posing questions that require high order thinking skills. Using real life examples to make students understand. Enhancing students’ self-confidence. Using different cooperative working structures. 23
- 24. Individual activities. Collective activities. Short dialogues acting. Singing 2 minutes’ songs. Project-work activities. Research-based activities. Competency-based activities. Grammar/Vocabulary-focused activities. Communicative activities. Activities 24
- 25. Interviewing activities Activities that arouse students’ curiosity to learn more about new things. Activities that demands high order thinking skills. Writing something on the board and then explaining it. Forum discussions Skype sessions 25
- 27. Summary of Finding The Moroccan creative EFL teachers use a myriad of effective techniques to establish the appropriate learning environment for their students, and to accomplish effective and successful lessons. The Moroccan creative EFL teachers exploit various activities to develop different skills. The scarcity of basic teaching materials confines the level of teachers’ creativity. The Moroccan creative EFL teachers can impact positively their students’ learning achievement. Creative teachers diversify the instructional methods, activities they use in their classrooms according their students’ needs, learning styles and interests. The Moroccan creative EFL teachers use an eclectic choice of teaching methods according to the needs and requirements of students, in addition to the lesson type and/or the skills emphasized. 27
- 28. Recommendations The Morocco EFL teachers are highly recommended: To do their utmost to maximize their creativity in their classrooms regardless of the scarcity of teaching materials, particularly, in the public high schools. To adapt or even come up with new teaching methods, approaches, as well as activities that may better fit the Moroccan educational situation. for further effective and creative teaching, to deploy different cooperative learning structures in their classes to make students construct knowledge together and develop several critical skills. To implement project-based learning activities are certainly the appropriate activities to make students develop the research, problem-solving skills, creativity, cooperation skills as well as a sense of responsibility that they will undoubtedly need in their academic and professional life. 28
- 29. To use effective and creative techniques to engage all learners, high and low achievers, in the learning process. To communicate and collaborate with other EFL practitioners to develop professionally and inspire from each other’s experiences and notions to come up with new instructional ideas that might contribute to the ELT profession. 29
- 30. Pedagogical Implications This study can help ELT practitioners in Morocco to identify their instructional weaknesses and enhance their creativity as well as the apropos way to choose and deploy the instructional methods, techniques, and activities for effective and creative teaching. The results of this research will be useful to ELT trainers, professors who want to help trainees or students to achieve an acceptable level of creativity in their future teaching. 30
- 31. Limitations With respect to data collection, field hardships have been encountered due to the inability to find sufficient teachers. Get the agreement from the administration of the schools to observe EFL teachers in their classrooms. Some teacher’s unacceptance to provide their students’ grade reports as an instrument to answer the research questions. This justifies the small number of teachers used in this research. 31
- 32. Suggestions for Further Research In the light of the previous findings and the research limitations encountered in this research, it is suggested to the ELT practitioners, trainees and students to conduct further research on the following areas: A large-scale study is suggested to cover different levels (primary, secondary and higher education) to investigate the impact of creative instructors on their students’ achievement. How can creative teachers trigger their students’ creativity? The factors that confine teachers’ creativity into the adaptation of the teaching materials available for them. 32
- 33. Thank you M’hamed Jamili mhamedjamili@gmail.com Phone: +212617400289 33