ENGLISH-MAJORS’ PERCEPTIONS OF TEACHER CREATIVITY IN TEACHING ENGLISH SPEAKING SKILLS

Tóm tắt

This quantitative research aims to examine 75 EFL students’ perspectives of teacher creativity in teaching English speaking skills at the Faculty of Foreign Languages, Ho Chi Minh City University of Technology and Education. Using Kharkhurin’s (2014) conceptual framework of creativity, the paper focuses on four dimensions of teachers’ novelty, utility, aesthetics and authentic attributes in teaching English speaking skills. The data were collected through a five-point Likert scale questionnaire and analyzed by SPSS software concerning the values of mean, standard deviation, and percentage. The findings reveal that students highly valued teachers’ novelty in material development, instructional activities, testing, classroom management, plus the aesthetic and authentic values and the benefits that teachers’ creativity brought in the EFL speaking classroom. Nevertheless, the teachers’ usage of digital information technology for classroom interaction needed to be improved. The study draws a picture of EFL teachers’ creativity in English speaking teaching from learners’ perspectives to gain deeper insights into English speaking teaching practices, and calls for more effective application of technology-based learning for the sake of more efficient classroom interaction in the EFL context.