This paper investigates the connections between an individual variable, creativity, and performance on oral narrative tasks with different levels of cognitive complexity. Participants of the study were 41 Hungarian first-year English major university students whose creativity was measured with the help of a standardised test. They performed two oral narrative tasks: a cognitively less complex one where the story was given and a cognitively more complex one where they had to invent the story themselves. The task performance measures employed were accuracy, syntactic complexity, lexical variety, fluency, quantity of talk, and narrative structure. Findings of the study indicated that increasing cognitive complexity resulted in greater accuracy, less fluent performance, and less lexical variety in the case of the more complex task. Besides studying the effect of varying cognitive complexity, the relationships between three aspects of creativity, creative fluency, relative flexibility, and average originality, and the above described measures of task performance were also examined. Findings suggested that the role of creativity was different in the case of the less and more complex task, and that performance on the more complex task was affected more by this individual variable.
2024. Karriereaspirationen und Kompetenzniveaus im pädagogischen Wissen: Zum Zusammenhang zwischen motivationalen Merkmalen und Erwerb professionellen Wissens von (angehenden) Lehrkräften. Zeitschrift für Erziehungswissenschaft 27:1 ► pp. 229 ff.
Qin, Jie
2024. Relationship between learner creativity, task planning, and speaking performance in L2 narrative tasks. International Review of Applied Linguistics in Language Teaching 0:0
Albert, Ágnes
2022. The Task-Based Study: Investigating Learners’ Motivation, Emotions, Self-Efficacy Beliefs, and Flow State in Relation to Their Performance on Language Tasks. In Investigating the Role of Affective Factors in Second Language Learning Tasks [Second Language Learning and Teaching, ], ► pp. 91 ff.
Jiang, Michael Yi-Chao, Morris Siu-Yung Jong, Na Wu, Bin Shen, Ching-Sing Chai, Wilfred Wing-Fat Lau & Biyun Huang
2022. Integrating Automatic Speech Recognition Technology Into Vocabulary Learning in a Flipped English Class for Chinese College Students. Frontiers in Psychology 13
Goo, Jaemyung
2019. Interaction in L2 Learning. In The Cambridge Handbook of Language Learning, ► pp. 233 ff.
Ishikawa, Tomohito
2014. The Influence of Intentional Reasoning on EFL Fluency Using Tasks. In Exploring EFL Fluency in Asia, ► pp. 143 ff.
Révész, Andrea
2014. Task‐Based Learning: Research Methods. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
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