The Role of Teachers’ Multidimensional Teaching Strategies in Enhancing EFL Students’ Language Creativity in Writing
DOI:
https://doi.org/10.17507/tpls.1609.03Keywords:
teacher creativity, language creativity, teaching attitudes, creative teaching, classroom pressureAbstract
This study examines how teachers’ multidimensional teaching strategies relate to students’ language creativity in EFL writing among English majors at Guangzhou Institute of Science and Technology, China. Using a quantitative research design, this study collected data from 99 second-year English majors through teaching strategy scales and writing creativity tests. Multiple linear regression analyses were conducted to assess the differential predictive effects of four strategic dimensions: Teacher Creativity, Creative Teaching, Teaching Attitudes and Classroom Pressure, on students’ language creativity including Fluency, Flexibility, Originality and Elaboration. The results revealed distinct predictive profiles across these creativity dimensions: Teacher Creativity and Creative Teaching were identified as the strongest positive predictors, significantly correlating with Fluency, Flexibility and Originality. Notably, Creative Teaching exhibited the strongest explanatory power for Elaboration, producing the highest standardized coefficient. After controlling for other instructional variables, the independent predictive effects of Teaching Attitudes and Classroom Pressure did not reach statistical significance. Taken together, students’ language creativity in EFL writing appears to be shaped not by a single teaching factor but by the combined influence of multiple instructional practices. This finding provides an empirical foundation for designing creativity-oriented English writing curricula.
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