Testing Creativity in the Activities of the Writing Sections of the Algerian EFL Textbook Getting Through: An Evaluation
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Date
2016-09
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University Mouloud Mammeri of Tizi-Ouzou
Abstract
This dissertation dealt with the evaluation of the writing activities of the writing sections of
the Algerian secondary school EFL textbook Getting Through. In more precise terms, our
research aimed at figuring out whether the evaluated corpus stresses creativity or not. To
attain such an objective, we relied on Quellmalz’ Taxonomy (1987) of thinking skills (lower
and higher order thinking skills). In addition, a mixed method approach integrating both
quantitative and qualitative methods was used. Moreover, for the sake of interpreting and
discussing the results, our investigation employed qualitative content analysis. Our results
indicate that creativity is not emphasized in the activities we evaluated. Indeed, the
percentage of creativity is only 39.68%, whereas the rate of “no creativity” is 60.32%. This
means that the activities which do not require creativity are given more importance than
those which do. Finally, a set of recommendations have been provided in order to ameliorate
the part of the textbook we evaluated.
Description
66p.:ill;30cm.(+cd)
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Citation
Langage et Communication