The Importance of English Teachers' Creativity On Learners' Development

PEOPLES DEMOCRATIC REPUBLIC OF ALGERIA
MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH

UNIVERSITY OF TIARET
FACULTY OF LETTERS AND LANGUAGES
DEPARTMENT OF FOREIGN LANGUAGES
SECTION OF ENGLISH
The Importance of English Teachers Creativity on Learners

Development
Case Study:
First Year English Students of Ibn Khaldoun University
By
Rahmani Sofiane
A Mini-Project Submitted in Fulfillment of the Requirement for the Degree of

Bachelor of Art
Didactics
Board of Examiners
Mr. President (University of)
Mr. Benabed Ammar Supervisor (University of Tiaret)
Mr. External Examiner (University of)
Academic Year: 2014-2015

ACKNOWEDGEMENTS
Before all, our thanks go to the world creator and the Merciful God.
Special thanks must go to my teacher Mr. A. Benabed. I really appreciate his kindness as
he has given me generously of his time and knowledge.
All thanks go to all my teachers of Ibn Khaldoun University.
I also must thank my family for all support that they have given to me all the time.
My thanks also go to my friends Toufik, khaled, Bendine and all my classmates.
I
Dedication
I dedicate this work to:

- My Father and mother for their patience and sacrifice.
- My sisters and brothers for their love and support.
II
ABSTRACT
The main purpose of this BA research work is an attempt to shed light on the
significance of creative teaching strategies and their impact on the first year English
students level improvement.
The research is organised in two chapters. The first chapter provides an overview of
the relevant literature dealing with the term creativity in the field of education and its
components, then moving to the creative teaching and the integration of ICT tools, in
which we will see the effective methods by providing some interactive strategies of
teaching passing through learning styles. In addition, we try to shed light on the ICTs
integration in the classroom, by introducing some effective aid tools that would promote
and foster autonomous learners. For teachers, the focus is put on the performance during
the course that helps learners to improve their levels. The second one consists on an
investigation conducted at IbnKhaldoun University department of foreign language section
English and literature, through which we try to verify if the theoretical researchs insights,
meant for the purpose, are implemented in class situations and have a positive impact on
the learners level. In doing so, the data collected via the quantitative method reveals that
first year English teachers are creative, in which they use a variety of methods and
integrate certain ICT tools while performing in class situation. Yet, this does not impact on
the learners development. This is due to certain internal and external factors which result
in the lack of intrinsic motivation, an utmost influential factor for any learning activity.
III
List of Tables
Questionnaire for teachers
Figure 01 : Question item 523
Figure 02 : Question item 6....24
Questionnaire for Learners
Figure 08 : Question item 6........33
Figure 09 :Question item 7.35
Figure 10 :Question item 8.36
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS..................................................................................... I
DEDICATIONS...................................................................................................... II
ABSTRACT........................................................................................................... III
LIST OF TABLES......IV
TABLE OF CONTENTS........................................................................................V
LIST OF ABREVIATIONS..................................................................................VII
GENERAL INTRODUCTION..............01
CHAPTER ONE: Literature Review
Introduction..;.........04
I.1. Creativity in Education....................................................................................04
I.1.1. Definition......04
I.1.2. Creativity processes......05
I.1.3 The Importance of Creativity............06
I.2. Creative Teaching: Effective methods and Tools.......07
I.2.1 Interactive Teaching strategies with regard to Learners learning styles......07
I.2.1.1. Visual Learners.....08
I.2.1.2. Auditory Learners.........10
I.2.1.3. Kinaesthetic Learners.......11
I.2.2 Teachers Class Performance: Choices and Benefits ......12
I.2.2.1. Direct Teaching Method: Teacher-centered.................................13
I.2.2.2. Indirect Teaching Method: Student-centered...................................13
I.2.3. ICTs Integration: use and impact........14
I.2.3.1. Data Show............................................................................................15
I.2.3.2. Computer .............15
I.2.3.3. Internet Tools...............16
I.2.3.4. Video Tapes.........16
Conclusion.....18
V
CHAPTER TWO: Data Collection, Analysis and Results
Introduction.20
II.1. Targeted Participants...20
II.2. Research Tools....21
II.2.1. Questionnaire.......21
II.3. Analysis and Interpretation.....22
Conclusion.....37
GENERAL CONCLUSION..............................................................................38
BIBLIOGRAPHICAL REFERENCES
APPENDICES
VI
List of abbreviations
EFL: English as a Foreign Language
ESL: English as a Second Language
NACCCE: National Advisory Committee on Creative and Cultural Education
EL: English language
VII
General Introduction
During the last decade and early part of the 21st century, creativity has been seen by
many educators to be strongly significant in education, as searching for the development of
guidance on creative teaching and learning, within educational policy discussions, starting
with the advice of the National Advisory Committee on Creative and Cultural Education
(NACCCE, 1999). In which during the 1990s, NACCCE had made a distinction between
the co-called creative teaching (i.e. creativity that involves teachers creativity) and
teaching for creativity (i.e. teaching for the sake to foster and develop creativity in the
learner). The question that might raise from these two distinctions is should teachers teach
creatively or for creativity?
Teaching creatively maybe related to the use of imaginative approaches which

contribute in rendering learning more motivating, engaging, and effective. Teaching for
creativity might best be described as using forms of teaching that are intended to develop
students own creative thinking and behaviours Wayne (2006:07). Therefore, it would be
fair to say that teaching for creativity must involve creative teaching (Wayne 2006).
However, this research work attempt to focus on the creative teaching and how its impact
should enhance first year English students development. However, it is important to
consider how teachers provide effective teaching or make suggestions to improve the
quality of teaching and learning. Therefore, it is prudent to start with how, in practice,
teachers go about their teaching and why they behave as they do, rather than start with an
ideal view of how teachers have to teach based upon educational philosophy about how
learners learn.
In this light, the problem issue of this research work could be structured in the form of
the following question:
How could teachers teach creatively to improve learners development?
In order to find reliable answers to this question, the following hypotheses have been
put forward:
1
Teachers creativity, by varying in their methods, could influence students
performance.
If aid tools, new technologies, are introduced with innovative methods, this will
affect learners development positively.
The data needed in this work to answer our questions and verify our hypotheses will be
collected by means of questionnaires addressed directly to the first year English teachers
and students.
Therefore, the present research work is structured in two chapters. The first one
opens with the literature review, by providing a general overview of creativity in the field
of education and its importance. It also attempts to shed light on creative teaching passing
through effective methods and tools, in which, we try to see some interactive teaching
strategies by introducing first learners learning styles such as, visual, auditory, and
kinaesthetic learners. Then, we try to focus on how teachers should perform during the
course by bringing into use of two methods: direct teaching, teacher-centered, and indirect
teaching, student-centered. At last, we will review some ICT tools that would be used in
the implementation of the planned course, by looking for the effective use of these tools.
The second chapter deals with the data collection and analysis procedures undertaken to
answer the research question and test the hypotheses. This will include the research
methodology (a quantitative method).
2
CHAPTER ONE: Literature Review
Introduction
This chapter is devoted to provide the reader with some definitions to a set of key-concepts
which are thought to be relevant to our study. Starting with an overview of creativity in
education and its components, in which we will have a clear idea of creativity and its effective
use in the field of education. This theoretical background will allow us to have a clear insight
at the teaching and learning processes and make professional decisions based on the ideas that
make the most sense for us.
I.1. Creativity in Education

Definition
Imagination is more important than knowledge. For knowledge is limited while
imagination embraces the whole world. Albert Einstein. [1]
The dilemma with regard to the concept of creativity, as it is the case for other
concepts of describing the human intelligence and other brain-based cognitive processes have
been difficult concepts to deal with, many years of studies and research have been made by
psychologists and educators in the field of education to make an attempt to specify the nature
of creativity, but despite all the models and tests, researchers admitted that they do not fully
understand the activity of brain and creative power. They also acknowledged that there is not
proper word to describe the brain process in relation with creativity Robert & Mary (2004).
But, at least creativity researchers generally agree that creativity involves a combination of
uniqueness and usefulness (Amabile 1996; Feist 1998; Sternberg and Lubart 1999). Plucker
and his colleagues analyzed creativity in literature and derived the following definition:
Creativity is the interaction among aptitude, process, and environment by which

an individual or group produces a perceptible product that is both novel and useful
as defined within a social context. This means that Creativity is a subject with a
wide range of importance for both individual and societal levels for different
domains. At an individual level, creativity is relevant, for instance, when solving
problems on the job and in daily life. At a societal level, creativity can lead to new
scientific findings, new movements in art, and new inventions. (2004: 90)
Although creativity represents uniqueness, novelty, and originality, but it involves also
risk-taking. It is like a sword with two edges. Creativity in education is a little bit different
than other fields that creative teaching involves risk-taking for teachers who may have to
[1] Taken from http://todayinsci.com/E/Einstein_Albert/EinsteinAlbert-ImaginationQuote500px.htm
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leave the security of the structured lesson behind. They may be asked to demonstrate their
own creative processes, and expose all the uncertainties and false starts involved in it Ireson et
al. (1999). Unlike teachers, chemists whose jobs most of the time need creativity though their
experimental researches need guinea pig before try it for a real body. On the contrary with
teachers although all risk taking but they have the opportunity to be rewarded for those
experimentations with new approaches. Teachers should determine clear criteria for which
aspects will be focused on to meet learners needs and expectations successfully.
I.1.2. Creativity processes
One might say that creativity is more than a freedom to range wide with our thinking,
but a set of processes that necessitates creative teachers to apply a certain skills for their
learners to acquire a certain level of development. According to Robert and Mary (2004), the
principal processes of creative evolution are:
A. Generation
B. Variation
C. Originality
Firstly, by generating, the teacher is going to be creative in his thoughts, words, and
his performance in the classroom that would have an impact on his students by boarding their
way of thinking, asking creative question, and so no. To easy understand the generative
process is to make, form, or bring something into being. To generate means to be productive
in your thoughts, words and even in your deeds.
Secondly, a creative teacher creates an effective ways of teaching by first cope up with
the routine of repetition, so that he could vary by adding, refining, and adopting new methods
according to the situation he is in. Hence, his learners can easily inspire, engage, and be
motivated in their way of learning. New knowledge and better adaptation derives from
exploratory processes that seek to vary what is given. The most effective creative teacher is
characterized by innovation in teaching and an emphasis on developing learners skills and
self-confidence.
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At last not at least, originality, on the other hand, is the fact of providing effective
surprise work which is known by its novelty and uniqueness. According to Jerome (1962)
explains creativity as an act that produces effective surprise. By which the teacher, in this
stage, has to be more effective to meet new perspectives about his methods and how it could
be adopted and further adapted by modifying, refining, and adding his own touch, which
concludes in the change to suit the needs of his learners.
I.1.3.The Importance of Creativity
One of the main and essential part of creativity is to bring meaning and joy to the
human being so that facilitates their way of living as well as bringing change to human life in
general. Without creativity we have no future, no progress, no art, no science, and no
literature. However, creativity has the same role and importance in education in which
teaching creatively has a great importance in teaching and learning process that contributed to
critical thinking, teaching for understanding, communicating, collaborating, and real problem
solving. Hence, all these elements require engaging learners with content in flexible and
innovative ways. Learners who are being taught in a creative way, they could learn strategies
to analyse, synthesise, identify problems, making decisions, and finding solutions for both
inside the classroom and real life experience. Craft in her book Creativity in Education
defines creativity as the productivity of something unique, novel, and original. She concludes
that the creativity is not found only in art or science but also in education. A teacher for
instance, for a lifespan experience has the ability to be creative, the way he sees things are
different than others. Craft demonstrates one of her definitions:
Creativity is a state of mind in which all of our intelligences are working

together. It involves seeing, thinking and innovating. Although it is often found in
the creative arts, creativity can be demonstrated in any subject at school or in any
aspect of life. (2001: 38)
The importance of creativity in education should be rather seen as positive role not an
act of risk. Teachers are limited with their programs, but sometimes they are required to use
their creativity to imply new forms of teaching and learning by bringing joy and meaning, for
education sake and learners need.
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I.2. Creative Teaching: Effective methods and Tools
From the available literature, it is acknowledged that effective teaching is crystallised

within teacher who possesses and uses a variety of methods with the combination of ITCs.
This issue will be discussed in the ensuing points.
I.2.1 Interactive teaching strategies with regard to Learners learning styles
I hear and I forget.

I see and I believe.
I do and I understand. Confucius [2]
Before introducing the interactive strategies of teaching, it is necessarily to begin with

each learners learning style. What are learning styles? And why is it necessary to know
about?
Knowing about your learners learning styles can change your opinion of what you are
willing and attempt to teach. Knowing about learning styles can help the teacher to teach all
kind of learners in his classroom, i.e., to accommodate with a diversity of learners learning
styles.
A learning style is the way in which a person sees or perceives things best and then
processes or uses what has seen. Marlene (1995: 17).This means that each learners
individual learning style is as unique as a signature. A learning style is a description of
consistent preferences each of us has the way we like to receive, process, and package
information. Bernice & Jeanine (2007: vii).This indicates that each learner has his own style
to perceive information. When teachers understand learners learning styles and adjust their
teaching accordingly, the learners will learn faster and enjoy learning more if their unique
learning style is affirmed by the way teachers teach. Thus, their level will improve.
According to (Alan, 2009) there are three types of learning styles:
[2] A Chinese proverb
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I.2.1.1 Visual Learners
This type of learners prefers to learn by seeing. They like to wait and see. Watching
takes longer but may produce a better outcome. They have good visual recall and prefer
information to be presented visually, in the form of diagrams, graphs, maps, posters and
displays, for example. They often use hand movements when describing or recalling events or
objects and have a tendency to look upwards when thinking or recalling information. They
also have a good sense of imagination.
The interactive strategies that should be applied on this type of learners are as follow:
A. Graphic organizers
According to Katherine (2010) Graphic organizers has the quality of helping learners
to think better when they work with a visual map or diagram. It is also one of the effective
visual learning strategies for learners and is applied across the curriculum to enhance learning
and teaching process that contributes to the understanding of subject matter content. By the
use of a variety of graphic organizers dependent on the task, it facilitates the learning process
by helping the learners to identify areas of focus within a broad topic, such as a short story or
article. Hence, it helps the learners to make connections and structure their information.
Learners often turn to graphic organizers for write projects, because it facilitates for them the
task to summarize and construct their own ideas, and write easily a short paragraph of a given
subject.
In addition, graphic organizers can have another role than thinking and writing
process, but to act as instructional aid tools that teachers use to improve learners thinking and
learning process through the visual and spatial modalities ( to reinforce and help learners and
what was taught in the classroom). Thus, helps learners to easily organize and master the
ability to have a good writing style.
The best example of graphic organizers is KWL which is a table contains three-
column chart that illustrates the before, during, and after stages of reading:
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- K = What a learner already knows about the selected text topic. Learners record their
prior knowledge before they begin reading. As we know from research in reading,
prior knowledge supports learner comprehension.
- W = What a learner wants to know about the selected text topic. Learners ask
questions before they read a text also supports their comprehension.
- L = What the learners learned about the topic. Learners reflecting and thinking about
what they just read helps them to synthesize new information with their prior
knowledge.
Most of time KWL is used at the beginning of a lesson, it is used widely by the
institutional organizations such as schools, universities, and colleges. It can be used for
individual, small group, and large-group instruction. It has also the quality to improve
learning process through the use of the three phases in learning, in which learners, first, tap
into previous knowledge and then pose individual questions that let them to engage in their
learning that afterward they would be able to memorize what they learned. Katherine (2010).
WKL Chart
What the learner already What the learner wants to What the learner learned
knows about the selected text know about the selected text about the selected text topic.
topic. (before reading) topic. (before reading) (after reading)
Figure 02: Katherine (2010: 30)
B. Picture Prompt
By working with picture prompt, the teacher is going to show learners an image with
no explanation, and ask them to identify or explain it, and justify their answers. This type of
learning helps learners to liberate thinking and adapt to think of many ways to solve or give
an opinion of a certain situation. It has to do better with the first stage learners; it has many
benefits such as promoting motivation on the learners, engaging students in discussions, and
critical thinking. The process is to ask learners to think of the given picture for a moment then
ask them to write about it using terms from lecture, or to name the positions and concepts
shown in the picture. Also it works well as group work activity, in which the teacher show the
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picture prompt and lets the students think, but does not give the answer until they explore
all options first. This activity is very good that could bring about change on the learners
performance in the classroom Rick (1999).
I.2.1.2 Auditory Learners
These learners prefer rather to listen to auditory materials than to read. Auditory
learners mostly use their ears to learn. They prefer to learn by listening. They have a good
auditory memory; they like to work on activities that depend on their ears such as getting
involved in discussion, listening to lectures, interviewing, hearing stories and audio tapes.
They like sequence, repetition and summary. Auditory leaners also have strong memory recall
and when recalling memories, they tend to tilt their head and use level eye movements.
Auditory learners get involve through activities such as:
A. Audio tapes
Audio tape is an effective tool that has a long history as a teaching and learning aid
tool. For decades, the use of audio tapes has started to be considered one of the effective
tools in education. However, the teacher can use Audio tapes effectively to meet the
learners needs. Also, it fits the level of first stage EFL/ESL learners that they cannot
read directly literature books, but listen to adopted audio books that they could easy
understand, acquire native language, and fit their levels.
Audio...demonstrated a capacity to facilitate authentic engagement, allowing

students to connect in various ways to the outside world, both as listeners and
publishers. The ease and speed with which digital audio can be deployed was used
to support timely interventions and in some cases promoted information currency
and responsiveness." Andrew. (2009: 153)
Audio tapes help both ESL/EFL learners to learn English from native speakers,
provide a strong motivation in learning English as a foreign language. It also helps
ESL/EFL learners to learn faster than traditional way of teaching. Hence, the use of audio
tapes as an authentic material is as a crucial key for the receptive skills and learning
conventions. Audio tapes have a great impact of EFL/ESL especially first grade learners
that could promote the learning process.
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B. Brainstorming
According to Vygotsky (2000), brainstorming is strategy that allows students to generate

new ideas and liberate thinking, in which it enables students to produce a lot of thoughts.
However, in this situation, the teacher tries to jet down every idea given by his students on the
chalkboard that eventually would give a clearer idea about the topic being discussed.
Brainstorming helps students to share whatever comes to their mind, even though the ideas
are not relevant to the topic under study. However, by using brainstorming can open up new
possibilities that lead to creative thinking, problem solving, communication, collaboration,
sharing and refined ideas, and so on. This strategy encourages original thoughts and
creativity.
I.2.1.3 Kinaesthetic Learners
Kinaesthetic learners are natural doers. They prefer to learn by doing. The doers are
bored, that is, if all what the teacher does is talking about the content, this type of learners
prefer to perform and practice, rather than talk about the subject. Hence, they like to process
through activities. As the teacher is presenting his course, they are envisioning how they
might use the information when he assigns an activity; they are the first to jump in. They are
good at recalling events and associate feelings or physical experiences with memory. They
enjoy physical activity such as exploring field trips, manipulating objects and other practical
activities like first-hand experience. They are often dynamic and need regular breaks in
classroom activities.
A. Role playing
According to Chester and Fox (1996) role playing is an effective tool that helps
teachers in activities such as solving interpersonal problems, building confidence between
learners, and teaching human-relations skills in the classroom. Also, it is used to facilitate
subject-matter like learning through the dramatization of literary and historical works or
current events. In all these uses, role playing equips the learner with a dramatic confrontation
and clarification of his relations with others, his information about and expectations of
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society, his evaluation of himself and his life style, and the ways in which academic material
may be relevant to his daily tasks.
Eventually, role playing helps many students to step outside and a look for real life
situation, changing their usual patterns of behaviour in exchange for the role and patterns of
another person. Learners can examine and discuss relatively private issues and problems
without anxiety. This experience may result in greater individual insights into behaviour and a
better understanding of the place of rules and behavioural standards.
I.2.2 Teachers Class Performance: Choices and Benefits
In recent years the main debate that have been discussed among educators about
teaching and learning especially for the role of the teacher is: should teacher be the one who
supplies information, so as to be the source of knowledge, who directly instructs his students?
Or is the teachers role simply, as a facilitator, to encourage and support students as they learn
and construct knowledge for themselves?
Constructivists support the idea that the very nature of human being is to learn and
acquire new information individually by creating his or her own understanding of the world
from firsthand experience, action and reflection, but not from having well prepared and
analysed information and materials presented by the teacher Zevenbergen (1995). On the
other hand, Instructivists have a very unique and different belief than constructivist, in which
they firmly believe and value the effectiveness of direct and explicit teaching, particularly for
achieving certain goals in education. They regard instructive method as highly desirable that
learners follow a structured course, in which important information and skills are presented in
an order, clear and well prepared, practised, assessed and reviewed regularly Westwood
(2008). However, both these two beliefs, constructive and instructive, have their own
importance places and situation in the context of teaching and learning, but each of them has
its own objectives and purposes that may not be equally effective for achieving particular
goals in education that one single method of teaching cannot suit all types of learning. Thus,
different methods are needed in order to achieve specific and different types of learning
objectives. Eventually, those methods have been selected according to the specific situation
and purpose. Westwood (2008).
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I.2.2.1. Direct Teaching Method: Teacher-centered
According to Westwood (2008) direct teaching method has a specific and important role
in teaching and learning process, in which it is considered to be a very easy and effective
approach for learners who are in the first and early stages that teachers can easily teach them
the foundation skills such as literacy. Direct method can allow teacher to meet the various
learning objectives by helping them to walk towards the path of independent students. Direct
teaching is an approach that can be used in different contexts that teachers can use for it also
very large groups, such as an audience, or much smaller groups such as a single class of
learners, groups of four or five learners, or even in one to one tutoring.
For Westwood (2008: 17) regardless the type of direct teaching is being used. The
teacher must require a repertoire of competences and skills that cover:
planning the content and method of delivery (including appropriate use of audio-
visual equipment and ICT;
managing the available time efficiently;
presenting the content in an interesting and motivating way explaining and
demonstrating clearly;
knowing when and how to explain key points in more detail;
using appropriate questioning to focus students attention, stimulate their thinking,
and check for understanding;
dealing with questions raised by students;
evaluating students learning and participation;
giving feedback to students.
The direct teachings effectiveness is contributed to many factors including the clarity,
teachers motivation, the way in which the material is organised and presented, the length of
time devoted to the lesson, the amount of participation the learners engage in, how well the
content links with learners prior knowledge, and the intrinsic interest and potential relevance
the topic.
I.2.2.2. Indirect Teaching Method: Student-centered
Student-centred or indirect method is considered to be one of the best practiced in

particular situations that include the construction of knowledge from firsthand experience,
student autonomy, group work, and the acquisition of independent study skills. Besides the
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quality of promoting students autonomy, indirect method is based also on the development of
effective learning strategies, which engulfs always the expression of learning how to learn. In
the field like science for instance, a student-centred investigative approach is made for the
students firsthand experience of the scientific inquiry process as well as building conceptual
knowledge. In student-centred approaches the process of learning is often considered more
important than the acquisition of factual knowledge, in which the focus on how the learners
build and construct their own knowledge by trying to prepare and present the lesson so that
renders them autonomous learners more than acquiring factual knowledge well prepared by
their teachers. Students who learn to ask questions, discuss and get involved in debates, or
explore, can develop his way of thinking and acquire a deeper understanding of the world can
be developed better and faster than those who get instructed by their teacher. However, by
discovering principles, rather than just memorizing them, students learn not just what they
know, but how they know it, and why it is important. Westwood (2008)
I.2.3. ICTs Integration: use and impact
The Information Communication Technologies (ICTs) roles in English Language

teaching and learning are numerous such as the globalisation of EL teaching and learning. The
use ITC makes the learners depend on themselves which leads them to be autonomous. A
recent research [3] shows that 88 % of Latvias students learn at schools where school
principals want teachers to use the modern ITC in the teaching-learning process most students
37.5 % have used ICT to master English, 29.9 % to master other foreign languages, 26.3 %
in history, 24.8 % in geography, 23.7 % in mathematics, 22.9 % in the Latvian language, etc.
However, the changes that are occurring in the teaching and learning paradigms represent a
great deal for teachers to adopt their roles in response to the above mentioned criteria. With
the integration of ICT in the curriculum, the teachers role is multiplied and shifted from
being just a transmitter of knowledge to become a facilitator, mediator, and guide of learning
process, integrator of the new ICT media. Kalnina and Kangro (2007).
3
[ ] In 2004, a study about the use of ICT in foreign language classroom held by Teacher Education Department,
Faculty of Education and psychology, University of Latvia.
14
I.2.3.1. Data Show
Many teachers find the use of Data show have a great influence in the way of teaching
and learning language, in which they find that chalkboards is obsolete. The data show has the
quality of promoting the teaching and learning process that the teacher can make use of
PowerPoint presentations, images and literature films or documents as teaching tools through
the use of Data Show. Consequently, teachers and students alike find Data Show to be a
useful classroom device. Thus, the important use of Data Show made course easier and
enjoyable, that enables the teacher to create PowerPoint presentations or other highly
organized notes for the class, it helps view and solve interactive problems together in groups,
allows students Present their works to a wide audience, displays images for brainstorming,
warm up, discussion, creative writing, and so on. Data show has a great benefits on both
teachers and students and it is cheap that widely spread that could find in every educational
institution. (Multimedia Projectors: A Key Component in the Classroom of the Future 2002).
I.2.3.2. Computer
The role and importance use of computer in the EFL/ ESL classrooms has been always
considered as contemplated subject among researchers and pedagogues. This is because of its
infinite benefits. However, computers use has a great promote for teaching, learning and
assessing EFL/ESL classes. Also, it can offer the delivery of a wide variety of multimedia
content, with authentic language models, the management of time, access to the internet, it
gives the opportunity to distance study by using internet, it facilitates also the task for both
teachers and learners. The computer in general has given a great push in education that is
contributed to e-learning, internet space, the use of software in education, and so on.
Eventually, computer play a vital role in ever domain especially in education, in which it can
enhance creativity in the classroom by making students more involved and engaged to with
activities and school work, it also improves performance and inside and outside the classroom
like it has the ability to enhance intellectual thing by doing activities and tasks that encourages
students to think critically, improves their way of thinking for new possibilities, and also has
an entertainment side that helps students to break up boredom by play intellectual games,
surfing the internet, chatting by distance all these activities are informal learning that have the
capacity to improve the students awareness and intellectual thinking. Szendeffy (2008).
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I.2.3.3. Internet Tools
The Internet plays a major role in the lives of the learners today. They engage in online
activities both inside and outside the classroom Sefton-Green (2004). Formally, that is in the
school, learners use the Internet for example, when looking for information, doing homework,
making a research work and when completing tests. Informally, that is in their spare time,
they chat with friends, play online computer games and are involved in fan fiction, i.e. using
published material to create pictures and films. Olin-Scheller &Wikstrm (2010).
According to Christina and Patrik who contend that fan fiction [4] forums on the
Internet are considered as informal learning settings Olin-Scheller & Wikstrm (2010: 41).
In fan fiction learners not only use culture, but also produce it by their own way. However,
not only fan fiction forums but also, educative web sites would give the learners the
possibility to expand their knowledge sphere and to interact and collaborate with other
learners from different places around the world. Moreover, it gives them the opportunity to
experiment with different identities. (Jewitt 2010; Olin-Scheller & Wikstrm 2010).
Young (2003) [5] studied the positive effects the use of internet in and outside the
classroom. In the study, he found that almost all students report to have a positive attitude
about the use of the Internet tools in their foreign language class, especially English class. The
advantages of Internet use are numerous such as making the communicative easier to find
friends in other countries, to readily practise English vocabulary and grammar by different
and amazing software, to make mistakes anonymously, to find interesting information, and to
practise computer skills. Students also mention that the use of the Internet in instruction
makes them feel less pressured. Thus, the use of internet whether inside or outside the school
has a great impact on the learners development.
I.2.3.4. Video Tapes
The use of video tapes have proved its importance in these recent decades, that many
teachers still find video tapes have a great influence in the way of teaching and learning
language, that many of them claim about the benefit use of video tapes in education as shown
[4] Fan fiction is a type of literature, usually written on the Internet, by people who admire a particular novel,
film/movie, with characters taken from these stories.
[5] Young in 2003 conducted his study about the use of the integration of ICT, especially the internet use, in an
ESL/EFL class in a vocational senior high school in Taiwan.
16
in several decades of research. Salman Khan [6] in lets use video to reinvent education
reports that effective way of the use video tapes can have a great and positive impact on
teaching and learning and encourages teachers to carefully think about the flipped classroom
[7] model where learners can easily understand the lectures content at their pace and explore
content more deeply during class time.
Shepard and Cooper (1982) and Mayer and Gallini (1990) have made a connection of
three principals visual clues, the memory process, and the recall of new knowledge that video
tapes can evoke in its use. Allam (2006) finds that the creative challenge of using video tapes
to communicate a topic is engaging and perceptive, but adds that it also enables students to
acquire a range of transferable skills in addition to filmmaking itself. These include research
skills, collaborative working, problem solving, technology, and organisational skills.
However, in recent research Willmot et al. (2012: 03) prove that there is fact that digital
video reporting can motivate and inspire, engage, and foster students autonomy when
incorporated into student-centred learning activities through:
increased student motivation ;

enhanced learning experience;
higher marks ;
development potential for deeper learning of the subject development potential for deeper
learning of the subject development potential for deeper learning of the subject;
development of learner autonomy;
enhanced team working and communication skills;
a source of evidence relating to skills for interviews;
learning resources for future cohorts to use.
[6] Salman Amin Khan is a Bengali American teacher who uses educational videos in YouTube. Hi videos
received worldwide interest from both students and non-students. His video about lets use video to
reinventeducationcitedhere..;
https://www.youtube.com/watch?feature=player_embedded&v=DC58z4N0IWw
[7] The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a
course are reversed. Short video lectures are viewed by students at home before the class session, while in-class
time is devoted to exercises, projects, or discussions.
17
Conclusion
In this chapter, we have tried to give a clear picture about the creative teacher and how the
combination use of the proposed different methods and aid tools would have an impact on the
learners development. We also tried to give the possible effective methods and its use
depending on some educationists and experienced teachers. Hence, these aspects will be test
in the second chapter, in which we are going to answer our questions and verify our
hypotheses.
18
Chapter Two: Data Collection, Analysis and
Results
Introduction
The teachers creativity and its impact on the learners development has been a
subject that the Educationalists always neglected in Algeria. Therefore, Learners are in a
need of relevant learning experiences and opportunities in order to learn to observe the
world from a myriad of perspectives and to scrutinize, sort out, and explore the problems
they encounter in learning as well as in real-life like.
Around the world, relevant creative thinking research has been predominantly
student-oriented, and sometimes student-teacher interaction or teaching related. But rarely
were teachers the subject of these research efforts. Even in the few studies that did cover
teachers creative teaching activities, the majority was done on teachers creative
personality or factor analysis Sternberg and Lubart (1995). As to the influential aspects of
teachers creative teaching, no such studies have been published so far. Hence, the
understanding of the influential aspects of teachers creative teaching should provide us a
better insight into how to further improve creative teaching effectiveness.
II.1. Targeted Participants
In order to have an explicit idea on how can teachers incorporate creativity in the
classroom performance and that would have an impact on their learners level
development, we have selected the sample concerned for the study from English
Department of Ibn Khaldoun University, which consists of 280 students and 14 teachers of
all ranks. Hence, the targeted participants were limited to the first year English teachers
and students as sample from the whole target population.
The questionnaires were handed over directly to 08 teachers and 77 students of the
first year English of the faculty of letters and languages at department of English in Ibn
Khaldoun University; then, an agreement with the researcher and both teachers and
students was concluded with respect to the deadline and the way the questionnaires would
be returned after being completed.
20
II.2. Research Tools
The research tools used in this study is a quantitative, i.e., questionnaire, designed
in accordance with the literature review in the first chapter. It was addressed to the first
year English teachers and students of Foreign Language Department section English Ibn
Khaldoun University, Tiaret.
II.2.1. Questionnaire
In order to elicit information about teachers and students background, opinions,

and attitudes concerning issues highlighted in the theoretical part, this questionnaire
includes eleven questions for teachers and nine for students (see Appendices, 45, 48).
These questions are, in turn, grouped into three broad sections.
For teachers, the first four questions are meant to gather information about
teachers gender, age, pre-service training institution, degree held, and work experience.
The second section includes questions about informants class practices. These items
investigate the variety of methods and aid tools, the integration of ICTs, used in the
classroom. However, the third section was devoted to informants comments and
suggestions that may be used as additional feedback for the research study. The second
questionnaire was directed to students. The first section consists of three questions meant
to gather biographical data about students gender, age, and their pre-university enrolment
streams in the secondary school education. The second section comprises questions about
students feedback on the classroom practices, investigating the different methods and aid
tools that have been used by their teachers in the classroom. Eventually, the third and last
section deals with the feedbacks and suggestions given by the students that may be of
positive use in this study.
21
II.3. Analysis and Interpretation
The First Questionnaire

Question items one through four: Teachers Biography and professional data
The return rate of the questionnaire was 87.50% (n=7). About 85.71% are males
and 14.28% are females. This shows that the majority of the first year English teachers are
males. The majority of teachers are young, in which 28.57% are between 21and 30, while
57.14% are between 31 and 40, and 14.28% are more than 41years old.
The data show that 85.71% of teachers graduated from university, and 14.28% of
them are ENS [1] graduates. The majority of teachers (42.85%) have the professional
experience ranging from 5 to 10 years, while 28.87% have less than 5 years of experience.
However, according to the statistics the same number of teachers 14.28% has accumulated
an experience of 11-15 or 16-20.
Section II: Informants class Practices
Question item five: Interactive methods
1. What are the interactive teaching methods that you are using in the
classroom?
a) Video & Film e) Discussions/Debates
b) Challenges f) Case Studies
c) Group works g) Simulation Games
d) Project work h) Brainstorming
i) Others
1
[ ] ENS Ecole Nationale Superieure
22
What are the interactive teaching methods that you are using in the classroom?
100,00%
80,00%
60,00%
100%
40,00%
57,14%
42,85%
20,00% 28,57% 28,57% 28,57%
14.28% 14,28%
0,00%
A B C D E F G H
Figure 01: Question item 5
The purpose behind this question is to explore the teachers choices with regard to
the interactive methods they are using in their classrooms (cf. 14). The data in Fig. 1 show
that teachers have opted for more than one choice. All of them (100%) have chosen option
E, i.e., discussions and debates, which means that they are aware of their importance and
positive impact on students mental processes empowerment and critical thinking. Besides,
57.14% have chosen option (H), i.e., brainstorming. The latter has, also, great benefits on
the learners thinking development as it is already mentioned (see, 17). In fact,
brainstorming has much merit since it makes learning an active process via which learners
think creatively by generating new ideas, being autonomous, reactivating and organizing
their knows and thoughts. In fact, brainstorming technique provides an opportunity for the
learners to practise flexibility, fluency, and risk-taking. Also, 42.85% of the teachers see
that group work has an effective impact on learners achievements. Indeed, group work
facilitates the task for the teachers, and enhances learners collaborative and cooperative
work aiming to construct their own knowledge. Doing so, they break up complex and
difficult tasks into parts and steps, and share and refine their ideas and opinions. However,
28.57% opted for options (A, D, G), they have gained the same percentage. These
interactive methods have approximately the same tasks: Video & Film, project work, and
stimulating games. All of them serve the same purpose, via which the course will be easier,
enjoyable and allow the students to discover other cultures and learn directly from natives,
construct their own ideas and learn by doing, and processing intellectual thinking.
Eventually, only 14.28% of teachers opted for both (options B, F), in which they see that
challenges and study case have less effectiveness than the other interactive methods
mentioned above.
23
Question item six: The aims of using the interactive methods
What are the aims of using these methods?(Tick the right box (es)
a) Learning by doing c) turn knowledge into skills
b) Students empowerment d) stimulate creativity
e) Share and refine information to think creatively
f) Liberate thinking
g) Provoke interest in the subject
h) To facilitate active participation in the class
100,00%
80,00%
60,00%
85,71% 85,71%
40,00% 71,42% 71,42%
42,85% 42,85% 42,85%
20,00% 28,57%
0,00%
A B C D E F G H
What are the aims of using these methods?
For question 6, the majority of the teachers have chosen more than one alternative
for the importance and the close relationship between the interactive methods and their
underpinning aims. The most opted aims are option (A, H, C, G) which have a great
importance of the students development. The highest (85.71%) two aims, learning by
doing and facilitate active participation in the class, have a direct impact on the use of
interactive methods according the teachers viewpoints. The first one, i.e., learning by
doing, fosters students autonomy in the classroom. They will have the opportunity to work
independently from their teachers. Whereas the second one eases the teachers tasks thanks
to which they can monitor, guide, and scaffold their students. Doing so, learners are going
to be actively engaged in learning. All these will be of a great advantage for the learners.
The second rated 71.42% aims are the options (C, G), turn knowledge into skills and
provoke interest in the subject. By applying these interactive methods, teachers aim to
move from the least level of learning, as categorised by Bloom, Knowledge,
24
comprehension, application analysis and evaluation; then transferring them into
competencies. Thus, if properly used, they will provoke an increased interest and
motivation on the part of both teachers and learners. Doing so, the teacher is going to
create an enjoyable moment impacting positively on the learners competence and
performance. However, 42.85% opted for options (B, D, F). They see that the outcomes of
using interactive methods would result on students empowerment, stimulate creativity,
and liberate thinking. Via these interactive methods, teachers aim to foster students
empowerment, handling their own learning progress, and being active and autonomous
learners. Also, teachers are going to stimulate learners creativity, by helping them to
develop their way of thinking, creating interactions that provide students with a lot
problem-solving opportunities, and permitting them to create critical questions that would
promote their creative thinking. The third option, viz. liberate thinking, teachers task,
especially while applying interactive methods, should not be restricted to the course
predetermined objectives, but lead the students to liberate their way of thinking even that
would involve risk-taking and, thus, shifting from the course objectives. Hence, the
teachers roles would shift from instructor to a facilitator, guide, in other words, to direct
and help whenever need is felt necessary. Doing so, the teacher contributes in learners
self-construction and autonomy (cf. 20). Such teaching strategies help, on the one hand,
teachers to fulfill their tasks honorably and, on the other one, learners to get accustomed to
face real-life problem-solving situations. Only 28.57% of the informants selected option E
which gained the lowest percentage. The majority of the teachers do not see, share and
refine information to think creatively as important as the aims mentioned earlier while
using interactive methods.
25
Question item seven: The obstacles of interactive methods
In your opinion, what are the obstacles in

using interactive teaching in the
classroom?
Students unwillingness
(85,71%)
Classroom design (14,28%)
Lack of expertise (42,85%)
The most cited obstacles for interactive methods implementation are students
unwillingness (85.71%) and lack of ICT tools (71.42%), that teachers see as impediments
to use the interactive methods. Students unwillingness is a great challenge for the teacher
to manage more than the learners to deal with. Though, in this situation, the teachers role
is very important, in which he has to cope with the situation by, for instance, motivating
students, and varying in his methods. This means that the teacher has to be creative to
imply new forms of teaching and learning by bringing joy and meaning in the classroom,
creating an atmosphere that is relaxing, open, and positive, enhancing students self-
motivation, and so on. Yet, the unavailability of ICTs precludes the expected interactive
outcomes. As stated above (cf. 22), undoubtedly, new technologies can be of a paramount
importance for learners achievements and teachers teaching efficacy. However,
according to the data in (figure 03), 42.85% of the teachers see that teachers intuition and
expertise has also a great importance while using interactive teaching methods.
All in all, to be successful, the teacher has to be situational which means that
whatsoever the situation is, he has to cope with, to be flexible and able to refine his
teaching methods accordingly. These skills are acquired within time. About 28.57% of the
teachers see that the shortcoming, the lack of materials and factors can at the origin of
these difficulties. Coming to the lack of materials, it is not really a problem but it has do
with the teachers task, which means he is the one who should do research and collect data
to select hid syllabus. However, about only 14.28% for classroom design, this implicates
that the environment has also an effect on the teachers as well as the learners; this problem
has a psychological impact on both of them.
26
Question item eight: Teachers Performance in the Classroom
In your opinion, how should you perform in the classroom _________or_________?
Instructively constructively
In both cases justify why?
In your opinion, how should you perform

in the classroom?
Instructively (57,14%)
constructively (57,14%)
As revealed by the statistics above, teaching instructively and constructively gained

the same percentage (57.14%). This indicates that teachers see both methods equally
important, yet the choice of one of them depends on the teachers teaching situations and
needs.
As it has been stated in the literature review (cf. 20), both direct and indirect
methods have specific roles to play in teaching and learning process, but not equally
effective for one-tailored lesson does not fit all styles and preferences. Direct method, for
instance, is suitable with first stage learners, in which they cannot depend and construct
knowledge by their own. However, indirect method, i.e., student-centred, is more effective
with learners who are in advance level and can dependently from their teachers.
This question has come along with some justification, in which we have asked the
participants to justify their responses. Here are some examples taken from teachers
answers.
One of the informants has chosen to teach instructively, he said In order to

promote autonomy, students need a push
27
The aforementioned justification suggests that teaching instructively can be due to
two motives. First, depending on the instructive method means that the learner, regardless
of the situation, needs the teachers scaffolding. At this stage of learning, the teacher is the
surest source of knowledge and skills transmitter and dispenser, without this, the learner
cannot acquire them by his own. Second, fostering learners autonomy requires teachers
gradual lessened control and intervention, but learners enhanced active role and
responsibility to construct and co-construct his knowledge and competencies. That is to
say, that teachers flexibility and shift from one instructive teaching method to the
constructive one depends on a myriad of factors.
Another informant has also chosen to teacher instructively, he said Direct Explicit
Instruction is meaningful for language teaching. However, it should be associated with
constructive feedback through designing activities and encouraging classroom discussions
He shared the same opinion with the previous one. Yet, he added that the
instructive teaching method should be associated with the constructive one so as to
enhance the learners dynamic role in the learning process.
Question item nine: The integration of ICT tools in the classroom
9. What are the aid tools that you use in the classroom? (Tick the right box (es)
A - Black/Whiteboard B- Data show
C- Computers D- internet tools
E- Video/audio tapes F- Others
100%
100%
50%
57,14% 42,85% 42,85%
14,28% 14,28%
0%
A B C D E F
What are the aid tools that you use in the classroom?
28
The aim behind this question is to know if teachers use aid tools in the classroom.
As shown in (figure 05) above, all teachers (100%) have opted for option (A). This means
that all teachers see that blackboard is the most important teaching support that every
teacher has to use. Sticking of the traditional support, i.e., the board may be explained
either by the unavailability of new technological means or the unwillingness of changing
well-established habits. The second option (D) was chosen by 57.14% of the informants.
They could be aware of the positive impact of the Data Show on learners learning if
exploited appropriately by the user (cf. 22). In other words, their integration in the
classroom should be regarded as an added value. The third tools, computers and Internet,
are selected by 42.85% of the informants. It can be inferred that the unavailability of these
tools deprive all of them, teachers and learners, from drawing benefits they provide. And
only 14.28% of the informants stated that they use audio/video tapes in the classroom.
Referring to the data in fig 5, it can be stated that the integration of the ICTs among
the classroom furniture is far from being generalized and vulgarized in the Algerian
educational context. Tools unavailability and teachers unwillingness to get rid of well-
established habits preclude innovation and creativity in teaching techniques.
Question item ten: The benefits of aid tools
How do you think these aid tools would be a benefit for your students?
Question 10 is an open-ended question, attempting to know the positive impact of

these aid tools on learners competences enhancement. Sample answers are selected.
Sample 1:
1. In fact, the so-called ICTs are so helpful in the teaching and learning process due to the
fact that they are time saving and motivating
The above quotation reveals that the informant is aware of the fact ICTs are not only
helpful in the teaching and learning process, by creating new forms of teaching and
learning in the classroom (cf. 22), but also enable teachers to gain and master time factor; a
factor that all teachers complain about. In fact, the effective use and exploitation of the
ICTs is beneficial for the teacher and the learner. Being both motivated, the former strives
to create and innovate in his teaching processes as stated by Balanskat, Blamire & Kefala
(2006), and the latter makes more efforts to increase his knowledge and autonomy.
29
Sample 2:
2. They can facilitate the interaction and encourage them to participate
For this informant, the use of ICTs can boost class interaction and foster learners
class involvement. This implies that the use of ICT tools helps teachers to break up with
classroom routine and maintain learners motivation.
Sample 3:
3. I think that these tools are so beneficial for my students, via using Video/audio tapes, for
instance, my students will not only learn the information, but see it. Therefore, they will
remember it easily
The above sample stipulates that Video and Audio tapes can have double impact on
the learners. First, learners hear the language forms, thus, helping them develop their
auditory skills, acquire phonological assests and second they get the opportunity to
visualize native speakers behaviours, habits and customs in authentic situations. Such
visual-auditory stimuli ease learners perception and comprehension of the world around
them. Besides, the exposure of learners to such tools enables them store and retrieve easily
for further processing and use.
Section III: Informations Comments and suggestions
This section was so beneficial in the sense that it gave the informants the
opportunity to bring about their comments and suggestions on teachers and learners roles
with regard to classroom creativity. Some of these opinions are stated below:
I think teaching and learning is a matter of willingness of both teachers and

learners. Teachers efforts to be creative and students willingness to learn
Autonomy in teaching is a key to creativity
From these opinions on the issue studied, it is obvious that the attainment of
creativity and innovation in classroom performances depends firmly on both teachers and
learners motivation, then the responsibility of a successful teaching/learning process is
shared between them.
30
The Second Questionnaire
Question items one through three: Students background
The return rate of questionnaire 2 was 93.50% (n=72). The analysis of the data
reveals that 19.44% of respondents are males and 80.55% are females. This confirms that
the overwhelming majority of the first year English learners are females. Also, the majority
of students are young, among which 54.16% are less than 20 and 48.83% are between 20
and 25. This represents a sure asset for the future of English language teaching population
for Algeria. For the majority, the EFL assets acquired prior to their enrollment in the
university can be used as bases to carry on profound insights about the TL; no need to start
from a scratch.
.
Section two: Students feedback on classroom practices

Question item four: Interactive Methods
Which interactive methods have been

used during your studies?
Group work (43,05%)
Project work (12,5%)
Role plays (4,16%)
Brainstorming (20,83%)
Figure 06: Question Item 4
This is an open-ended question which was designed firstly to meet the first aim set
for this dissertation, trying to see to what extent teachers use interactive methods in the
classroom. Secondly, as indicated in the literature review, each teaching approach conveys
a distinct understanding of the teachers role in developing such a skill; hence, according to
the data in (figure 07), problem-solving situations and group work gained the highest
percentages 52.73% and 43.05%. From the learners viewpoints, the most applied and
effective interactive methods in the classroom collaborative activities. This confirms the
benefits of the approach which stipulates that learners learn effectively when doing
(learning by doing). In fact, via these types of activities, learners refine their
31
understanding, share and exchange ideas and develop communicative skills. The data show
that 20.83% opted for brainstorming as interactive technique. As it is shown in the first
chapter, it plays a vital role in teaching and learning process. It is of utmost importance for
the students improvement of in different skills such as generating new ideas, critical
thinking, and ultimately self-constructive holistic competence. The last items show that
only 4.16% are for roles Play and other methods, which means that roles play is not well
spread and applied by the first year teachers in the classroom.
Question item five: The obstacles of interactive methods
In your opinion, what are the possible

shortcomings of interactive teaching in
the classroom?
Students unwillingness
(30,55%)
Classroom design (20,83%)
Lack of ICTs tools (41,66%)
In response to this question item, consisting of a myriad of alternative, all students

chose more than one answer. This clearly indicates that hindrances and obstacles relating
to interactive methods application are numerous and challenging and highly-demanding
tasks since teachers are required to cope with too many problems in order to implement
interactive teaching methods. According to the data in (figure 07), the prominent obstacle,
preventing the interactive methods materialization, is the lack of ICT tools for which
41.66% of the respondents see their impact. Besides, 30.55% of the respondents stated that
students unwillingness stands as a roadblock to the effective application of these methods;
a confirmation of what it was noticed earlier (cf. 32). The third shortcoming is the lack of
expertise in which 22.22% of students see that one of the main aspects that face the use of
the interactive methods is the lack of expertise. This indicates that interactive methods are
not well-applied and performed in the classroom. The last aspect is classroom
teaching/learning environment for which 20.83% of students see it as a problem for them.
Indeed, the uncomfortable and unstable conditions, especially English students of Ibn
Khaldoun University, due to the lack of the classrooms. These uncomfortable conditions
32
might entail in demotivating atmosphere for them. One of the most important factors that
teachers should care of, prior to the teaching material selection, tweaking and gradation, is
the teaching/learning environment comfort and conviviality to ensure learners learning.
Question item six: Teachers Performance in the Classroom
In your opinion, what is the best way you would like to learn with?
a- By being instructed by your teacher which leads him to be teacher-centred [2] or;
b- By being self-constructive [3] which the learners would teach themselves
In both cases please justify why?
In your opinion, what is the best way you

would like to learn with?
By being instructed (40,27%)
By being self-constructive
(54,16%)
This is close-ended question is meant to depict the way via which learners prefer to
learn. The data in fig. 8 show that 54.16% of the respondents prefer the self-constructive
way, whereas 40.27% of them prefer the instructive one. On one the hand, 54.16% of them
favor to be autonomous by understanding, contracting, comparing and learning from
firsthand experience rather receiving ready-made instructions and analysed and dispensed
by the teacher. On the other one, 40.27% of the students prefer to be instructed and being
well-guided and having information organized and presented in a very clear way, more
than trying to lead personal investigation and proceed to self-constructed knowledge.
[2] Teacher-centred means that the teacher is the dominant in the classroom, and the source of knowledge.
[3] The learner becomes autonomous means depend on himself and the teacher will a guider or facilitator.
33
The statistics (cf. table 8) show that almost both percentages are approximately
close to each other. This means that, students prefer to learn both constructively and
instructively, in which they either prefer totally to learn by themselves or to be instructed
by their teacher. Hence, the teacher has to know when to teach instructively and when to
let the students be constructive.
We have asked students to justify their choices here are some sample responses:
One of the participants chose to be instructed by his teacher, he said Being

instructed by your teacher means well-guided and more experience
He chose the safest method to ensure learning. For him, the teacher should be the
knowledge provider and supervisor. He may fear risk-taking and decision taking. So,
overwhelming teacher-centeredness implementation deprives students from developing
their own autonomy, thus they become totally dependent on their teacher.
Another respondent chose to be self-constructive and active agent, he said

Learning by ones self is a powerful means, so that a learner can develop his own critical
thinking, self-determination, and build his creative learning environment, but it depends on
how motivated he is internally or externally
That participant evoked an important element that the learner, especially university
student, should be a self-constructive; depending solely on oneself is one of the elements
that the student has to rely on once he reaches university. The student is no longer spoon-
fed by his teacher, he is considered as a potential researcher and the teacher should be
considered as a guide or a facilitator. Yet, the student should conduct research, analyse,
and construct his own knowledge so as to acquire the can do attitude. All these converge
toward developing his critical thinking; the highest competency of analysis and assessment
of ones thinking aiming at improving it. The critical thinking competency can be
enhanced through problem-based learning. Besides, the teacher has to create the
challenging atmosphere inside the classroom so as to be beneficial for both the teacher and
student. Also, this would instill in the student self-determination, self-independence, and
autonomy. This has to do more with motivation, that would be acquired from his teacher
who supposes to guider him and from his own experience, that students with self-
determination skills have a stronger chance to be successful in both their studies and real
life experience, but self-determination also involves taking-risks and making mistakes.
34
While others prefer appropriate shift from one method to another, like that
participant who said I think that both of them are beneficial, because the teacher and his
information have a role in our learning and we should be self-constructive, so it is a
reciprocal work.
He has chosen both methods for he thinks that both of them serve the students
benefit. Students should not depend totally on their teachers or entirely on themselves, but
each situation requires a specific method. This concludes, students neither would be a
spoon-fed nor one hundred percent autonomous that would lead them to risk taking.
Question item seven: Learning Styles
What kind of learner you are?

a) I prefer lessons where we can do something practical (like doing activities, playing
roles, working on project, etc). Kinaesthetic Learners
b) I prefer lessons where there is something to look at (like I can do something like
analysing a picture, chart, diagram or watching to a video) or something to draw.
Visual Learners
c) I best understand things by listening to an audio tape, discussion, or listening to the
teacher while he is explaining. Auditory Learners
what kind of learner you are ?

Kinaesthetic Learners
(56,94%)
Visual Learners (36,11%)
Auditory Learners (26,38%)
The intent of this question is to know the different learning types of the first year
English students; from this viewpoint, the teachers should refine their methods and teach
accordingly (cf. 14). As stated in (Figure 09), 56.94% are kinaesthetic learners4, which
mean that the majority are doers; active agents. They prefer to learn by doing or practicing.
4
Kinaesthetic are learners who learn by doing activities or plying roles or anything that is practical.
35
They like to process through activities and it is mentioned in the literature review.
However, 36.11% of the students prefer to learn through lessons which include images,
maps, graphs, and other visual representations. At last, 26.38% of the students who prefer
to learn by listening to the teacher, or by using audio tapes (cf. 16). The statistics show that
there is a variety of learners learning styles, for which teachers have to take in
consideration while selecting teaching materials and implementing in classrooms.
Question item eight: the integration of ICTS
What are the aid tools that have been

used in the classroom?
Black/Whiteboard (68,05%)
Computers (11,11%)
Video/audio tapes (41,66%)
Data Show (31,94%)
Internet tools (13,88%)
The purpose of question 8 was to disclose to what extent teachers use the ICT tools
in the classroom. However, the data show that 68.05% of the teachers depend on
black/whiteboards, which means that almost the majority of them teachers still depend on
traditional tools. Around 41.66% of the teachers use Video/Audio tapes, 31.94% of the
teachers make use of the Data Show, and 13.88% and 11.11% of teachers who use internet
tools, and computers in the classroom successfully.
The use of ICT tools, as explained above (cf. 22) has a great impact of the teaching
and learning process. Thanks to which, learners like to vary in their way of learning and
that comes the role of the teacher, in order to motivate, develop, create a sense of
creativity, foster the ways of learning in learners. To be efficient, the teacher should
integrate the use ICTs for the positive impact they add to teachers teaching and learners
learning.
36
Section III: Informations Comments and suggestions
Many Students have been very inspired by the subject and have seen it as
opportunity to give different interesting information that strongly related the subject, here
are some feedbacks:
We need creativity
There should be something practical in order to understand lessons better, despite the fact
nothing is done according to the students willing. So students are facing too much problems which
drive them to quit theirs studies before they even finish
I hope that the way of teaching in our country will be changed and developed
Conclusion
It is worth noting that the data collected and analysed demonstrate that teachers are
creative in their way of teaching, but do not impact on the learners development due to
certain factors such as ICTs unavailability and students unwillingness. In fact, the ICTs
benefits are to raise educational quality and connect learning to real-life situation, thus
increasing learners motivation toward EFL learning. Besides, the method which is likely
to be used according to both teachers and students is the constructive one which, in fact,
gained higher percentages comparatively to the instructive one. The former is proven to
enhance and foster creativity if supported by ICTs for a classroom implementation. The
Algerian EFL Learners demotivation opens new avenues for further investigations and
studies.
37
General Conclusion
The teachers creativity and its impact on the learners development is a crucial
subject that has been always neglected by the Algerian educational system. However,
Learners needs is to be provided with a closely connected learning experiences and
opportunities in order to have an insight of the world from a variety of angles to analyse,
categorize, and really delve into the problems they encounter in learning as well as in real-
life like. In addition of using a myriad of methods that are supported with new
technological tools, teachers should also care of the learners psychological side in order to
succeed in mobilizing their motivation and self-determination toward EFL learning.
Creativity and motivation go along side by side with the teaching and learning process.
According to Teresa, M. cited in her book about Arthur Schawlows insights [5]:
Schawlow's insights about scientific creativity highlight the importance of

intrinsic motivation: The motivation to work on something because it is
interesting, involving, exciting, satisfying, or personally challenging. There is
abundant evidence that people will be most creative when they are primarily
intrinsically motivated, rather than extrinsically motivated by expected
evaluation, surveillance, competition with peers, dictates from superiors, or the
promise of rewards. (1997: 11)
According Schawlows opinion, a creative person should have an intrinsic

motivation to achieve a level of creativity; consequently the teachers creativity would
have a positive impact on the learners learning
In addition, the slow process that takes a long time and the obstacles preventing the
implementation of teachers creative teaching impacted negatively on the teachers
professional growth. Therefore, it is of utmost importance to investigate and understand
how creative teaching can be widely adopted and effectively carried out by teachers in
order to help promote the development of higher-order thinking skills in students, thereby
giving them an edge for tomorrows global competition.
The mainstream in many research studies in education about teachers beliefs and
creative thinking have been, for a long time until now, largely directed and focused on the
students as subjects while teachers creative teaching is rarely quested. and attributed this
[5] Arthur Leonard Schawlow was an American physicist. He shared the 1981 Nobel Prize in Physics with
Nicolaas Bloembergen and Kai Siegbahn for his work on lasers.
38
to the lack of a comprehensive construct or knowledge on teachers creative teaching
behaviours.
Ultimately, an perspicacious reflection on and understanding of the main elements

affecting positively teachers creative teaching is not only a vital issue for the development
of creative teaching effectiveness, but also a necessary issue that requires a close attention
on the part of stakeholders in charge of the promotion of creative teaching and
practitioners.
39
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Appendices
Appendix 1
Questionnaire One: First Year English Teachers
The purpose behind this questionnaire is to have an explicit idea about how English
teachers should teach creatively and its impact on the learners development.
In order to provide accurate information, we would like you to help us to collect data and
to have a clear vision on the subject by using these following questions.
This questionnaire consists of three pages. Please tick () the most appropriate responses
or compete/justify when it is necessary.
First Year English Teachers
Section One: Informants Biographical and professional data (tick the right box)
1. Gender
a) Male b) Female
2. Age
1. I am __________years old.
a) Less than 20
b) Between 21 and 30
c) Between 31 and 40
d) More than 41
3. Pre-service Training Institution
1. I am ___________graduate.
a) ITE
b) University
c) ENS
4. Professional Experience (tick the right box(es)
1. I hold __________degree.
a) MASTER
b) MAGISTER
c) Ph D.
2. I have been teaching English for (tick the right box)
a) Less than 5 years
b) 5 to 10 years
c) 11 to 15 years
d) 16 to 20 years
e) More than 21 years
Section II: Informants class Practices (tick the right box (es)
5. What are the interactive teaching methods that you are using in the
classroom?
a) Video & Film e) Discussions/Debates
b) Challenges f) Case Studies
c) Group works g) Simulation Games
d) Project work h) Brainstorming
i) Others:________________________________________________________
6. What are the aims of using these methods? (Tick the right box (es)
a) Learning by doing c) turn knowledge into skills
b) Students empowerment d) stimulate creativity
e) Share and refine information to think creatively
f) Liberate thinking
g) Provoke interest in the subject
h) To facilitate active participation in the class
7. In your opinion, what are the obstacles in that you face while using interactive
teaching in the classroom? (tick the right box (es)
- Students unwillingness - Lack of ICTs tools
- Classroom design - Lack of materials

- Lack of expertise - others
8. In your opinion, how should you perform in the classroom

_________or_________?
Instructively constructively
In both cases justify why?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______
9. What are the aid tools that you use in the classroom? (Tick the right box (es)
- Black/Whiteboard - Data show
- Computers - internet tools
- Video/audio tapes - Others
10. How do you think these aid tools would be a benefit for your students?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______
_________________________________________________________________________
_________________________________________________________________________
____
Section III: Informants Comments and Suggestions
We welcome your feedback. Please write any comment or suggestion in the space provided
below. Thank you very much for your participation in this study.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Appendix 2
Questionnaire Two: first year English students
The purpose behind this questionnaire is to have an explicit idea about how English
teachers should teach creatively and its impact on the learners development. This
questionnaire is directed to first year English students.
In order to provide accurate information, we would like to help us to collect data and to
have a clear vision on the subject by using these following questions.
This questionnaire consists of three pages. Please tick () the most appropriate responses or
compete/justify your answer when it is necessary.
I. Section I: Students Biographical Data
1. Gender
a) Male b) Female
2. Age
1. I am __________years old.
a) Less than 20
b) Between 20 and 25
c) More than 25
3. Secondary Education stream
2. I was ___________.
a) in a scientific class
b) In a Foreign Language class
c) In a literature and philosophy class
II. Section II: Students feedback on classroom practices
4. Which interactive1 methods have been used during your studies? (Tick the right
box (es)
a) Group work d) Class discussions/debate
b) Project work e) Brainstorming2
c) Role plays f) practical exercises
1
[ ] Means to involve learners working together and having an influence on each other
[2] A way of making a group of learners all think about something at the same time, often in order to solve a
problem or to create good ideas.
g) Others
5. In your opinion, what are the possible shortcomings3 of interactive teaching in
the classroom? (Tick the right box (es)
a) Students unwillingness c) Lack of ICTs tools
b) Classroom design d) Lack of expertise
6. These statements will help us to discover what kind of learner you are. Read
each sentence and tick () the one that is most like you.
a) I prefer lessons where we can do something practical (like doing activities, playing
roles, working on project, etc).
b) I prefer lessons where there is something to look at (like I can do something like
analysing a picture, chart, diagram or watching to a video) or something to draw.
c) I best understand things by listening to an audio tape, discussion, or listening to the

teacher while he is explaining.
7. In your opinion, what is the best way you would like to learn with?
a- By being instructed by your teacher which leads him to be teacher-centred4 or;
b- By being self-constructive5 which the learners would teach themselves
In both cases please justify why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________
8. What are the aid tools that have been used in the classroom? (tick the right
box(es)
a) Black/Whiteboard d) Data show

3
[ ] Obstacles
4
[ ] Teacher-centred means that the teacher is the dominant in the classroom, and the source of knowledge.
5
[ ] The learner becomes autonomous means depend on himself and the teacher will a guider or facilitator.
b) Computers e) internet tools
c) Video/audio tapes f) others
III. Section III: Students suggestions and feedbacks

We welcome your feedback. Please write any comment or suggestion in the space provided
below. Thank you very much for your participation in this study.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
Appendix 3
Glossary:
Learning Styles:
Learning Styles refer to a range of competing and contested theories that aim to account
for differences in individuals' learning. The one who coined this concept is Carl Gustav
Jung (1875 1961) was a Swiss psychiatrist, an influential thinker and the founder of
analytical psychology (also known as Jungian psychology). He made two processes that
are important in learning How we take in information and What we do with the
information once it is in our brains. He called the first PERCEPTION and the second
JUDGEMENT.
Direct method:
Direct method (Teacher-Centred) of teaching, which is sometimes called the natural
method, and is often (but not exclusively) used in teaching foreign languages, refrains from
using the learners' native language and uses only the target language. It was established in
Germany and France around 1900 and contrasts with the Grammar translation method and
other traditional approaches, as well as with C.J.Dodson's bilingual method. It was adopted
by key international language schools such as Berlitz and Inlingua in the 1970s and many
of the language departments of the Foreign Service Institute of the U.S. State Department
in 2012.
Indirect Method (Student-Centered):
The concept of student-centered learning has been credited as early as 1905 to Hayward
and in 1956 to Deweys work (OSullivan 2003). Carl Rogers, the father of client-centred
counseling, is associated with expanding this approach into a general theory of education
(Burnard 1999; Rogoff 1999). The term student-centred learning was also associated with
the work of Piaget and more recently with Malcolm Knowles (Burnard 1999).
Rogers (1983a:25), in his book Freedom to Learn for the 80s, describes the shift in
power from the expert teacher to the student learner, driven by a need for a change in the
traditional environment where in this so-called educational atmosphere, students become
passive, apathetic and bored. In the School system, the concept of child-centred education
has been derived, in particular, from the work of Froebel and the idea that the teacher
should not interfere with this process of maturation, but act as a guide (Simon 1999).
Simon highlighted that this was linked with the process of development or readiness, i.e.
the child will learn when he/she is ready (1999).
Learning by Doing:
Experiential education (or "learning by doing") is the process of actively engaging
students in an authentic experience that will have benefits and consequences. Students
make discoveries and experiment with knowledge themselves instead of only hearing or
reading about the experiences of others. Students also reflect on their experiences, thus
developing new skills, new attitudes, and new theories or ways of thinking. Experiential
education is related to the constructivist learning theory. This approach was first
introduced by John Dewey in 1938.

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PEOPLES DEMOCRATIC REPUBLIC OF ALGERIA

MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH

The Importance of English Teachers Creativity on Learners

First Year English Students of Ibn Khaldoun University

A Mini-Project Submitted in Fulfillment of the Requirement for the Degree of

Academic Year: 2014-2015

he has given me generously of his time and knowledge.

All thanks go to all my teachers of Ibn Khaldoun University.

My thanks also go to my friends Toufik, khaled, Bendine and all my classmates.

I dedicate this work to:

II.1. Targeted Participants...20

II.2. Research Tools....21

II.3. Analysis and Interpretation.....22

Teaching creatively maybe related to the use of imaginative approaches which

How could teachers teach creatively to improve learners development?

I.1. Creativity in Education

Creativity is the interaction among aptitude, process, and environment by which

[1] Taken from http://todayinsci.com/E/Einstein_Albert/EinsteinAlbert-ImaginationQuote500px.htm

I.1.2. Creativity processes

I.1.3.The Importance of Creativity

Creativity is a state of mind in which all of our intelligences are working

From the available literature, it is acknowledged that effective teaching is crystallised

I.2.1 Interactive teaching strategies with regard to Learners learning styles

I hear and I forget.

Before introducing the interactive strategies of teaching, it is necessarily to begin with

According to (Alan, 2009) there are three types of learning styles:

[2] A Chinese proverb

Figure 02: Katherine (2010: 30)

I.2.1.2 Auditory Learners

Auditory learners get involve through activities such as:

Audio...demonstrated a capacity to facilitate authentic engagement, allowing

According to Vygotsky (2000), brainstorming is strategy that allows students to generate

I.2.1.3 Kinaesthetic Learners

I.2.2 Teachers Class Performance: Choices and Benefits

I.2.2.2. Indirect Teaching Method: Student-centered

Student-centred or indirect method is considered to be one of the best practiced in

I.2.3. ICTs Integration: use and impact

The Information Communication Technologies (ICTs) roles in English Language

I.2.3.4. Video Tapes

increased student motivation ;

II.1. Targeted Participants

In order to elicit information about teachers and students background, opinions,

The First Questionnaire

Section II: Informants class Practices

Question item five: Interactive methods

a) Video & Film e) Discussions/Debates

b) Challenges f) Case Studies

c) Group works g) Simulation Games

d) Project work h) Brainstorming

a) Learning by doing c) turn knowledge into skills

b) Students empowerment d) stimulate creativity

e) Share and refine information to think creatively

g) Provoke interest in the subject

h) To facilitate active participation in the class

What are the aims of using these methods?

Figure 02: Question item 6

In your opinion, what are the obstacles in

Lack of expertise (42,85%)

Figure 03: Question item 7

In your opinion, how should you perform in the classroom _________or_________?

In both cases justify why?

In your opinion, how should you perform

Figure 04: Question item 8

In your opinion, how should you perform in the classroom _or_?