Cultural Effects on English Language Teachers' Judgments of Metaphoric Creativity: A Mixed‐Methods Approach.
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| Title: | Cultural Effects on English Language Teachers' Judgments of Metaphoric Creativity: A Mixed‐Methods Approach. |
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| Authors: | Wang, Hung‐Chun1 wanghc@ntnu.edu.tw, Cheng, Yuh‐Show1, Chen, Po‐Hsi1, Su, Shao‐Zu1 |
| Source: | Journal of Creative Behavior. Mar2019, Vol. 53 Issue 1, p69-82. 14p. |
| Subject Terms: | *English teachers, *Limited English-proficient students, *Teacher evaluation, *Creative ability, Social psychology, Sociocultural factors |
| Abstract: | This study explored cultural influences on English language teachers' judgments of English metaphors created by Taiwanese learners of English. Based on a mixed‐methods approach, it delved into the rating severity and implicit evaluation criteria of two cultural groups of teachers: Taiwanese and Americans. Ten Taiwanese teachers and 10 American teachers evaluated 120 novel metaphoric expressions using the Consensual Assessment Technique (Amabile, 1996). Creativity in context: Update to the social psychology of creativity. They further filled out a creativity evaluation survey, which was designed to bring to light what qualities within the metaphors influenced their judgments of metaphoric creativity. With the teachers' ratings being analyzed by means of many‐facet Rasch measurement, this study first indicated that the American teachers were more severe raters than the Taiwanese teachers, but no significant difference was found between them. Analysis of the evaluation survey further demonstrated that both cultural groups shared largely similar evaluation criteria; yet, two contrasts emerged between them. Specifically, the American teachers seemed to favor metaphors that expressed the creator's thoughts; by contrast, the Taiwanese teachers preferred metaphors that relied on readers' imagination to work out the meanings. These findings shed light on implications for teaching creativity in English L2 classrooms and assessing learners' creative language artifacts in an English L2 context. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Creative Behavior is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 135400732 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Cultural Effects on English Language Teachers' Judgments of Metaphoric Creativity: A Mixed‐Methods Approach. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wang%2C+Hung‐Chun%22">Wang, Hung‐Chun</searchLink><relatesTo>1</relatesTo><i> wanghc@ntnu.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Cheng%2C+Yuh‐Show%22">Cheng, Yuh‐Show</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Chen%2C+Po‐Hsi%22">Chen, Po‐Hsi</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Su%2C+Shao‐Zu%22">Su, Shao‐Zu</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Creative+Behavior%22">Journal of Creative Behavior</searchLink>. Mar2019, Vol. 53 Issue 1, p69-82. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+evaluation%22">Teacher evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+ability%22">Creative ability</searchLink><br /><searchLink fieldCode="DE" term="%22Social+psychology%22">Social psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+factors%22">Sociocultural factors</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study explored cultural influences on English language teachers' judgments of English metaphors created by Taiwanese learners of English. Based on a mixed‐methods approach, it delved into the rating severity and implicit evaluation criteria of two cultural groups of teachers: Taiwanese and Americans. Ten Taiwanese teachers and 10 American teachers evaluated 120 novel metaphoric expressions using the Consensual Assessment Technique (Amabile, 1996). Creativity in context: Update to the social psychology of creativity. They further filled out a creativity evaluation survey, which was designed to bring to light what qualities within the metaphors influenced their judgments of metaphoric creativity. With the teachers' ratings being analyzed by means of many‐facet Rasch measurement, this study first indicated that the American teachers were more severe raters than the Taiwanese teachers, but no significant difference was found between them. Analysis of the evaluation survey further demonstrated that both cultural groups shared largely similar evaluation criteria; yet, two contrasts emerged between them. Specifically, the American teachers seemed to favor metaphors that expressed the creator's thoughts; by contrast, the Taiwanese teachers preferred metaphors that relied on readers' imagination to work out the meanings. These findings shed light on implications for teaching creativity in English L2 classrooms and assessing learners' creative language artifacts in an English L2 context. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Creative Behavior is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/jocb.167 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 69 Subjects: – SubjectFull: English teachers Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Teacher evaluation Type: general – SubjectFull: Creative ability Type: general – SubjectFull: Social psychology Type: general – SubjectFull: Sociocultural factors Type: general Titles: – TitleFull: Cultural Effects on English Language Teachers' Judgments of Metaphoric Creativity: A Mixed‐Methods Approach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wang, Hung‐Chun – PersonEntity: Name: NameFull: Cheng, Yuh‐Show – PersonEntity: Name: NameFull: Chen, Po‐Hsi – PersonEntity: Name: NameFull: Su, Shao‐Zu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 00220175 Numbering: – Type: volume Value: 53 – Type: issue Value: 1 Titles: – TitleFull: Journal of Creative Behavior Type: main |
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