earticle

영어

This paper explores Korean EFL middle school students’ level of creativity and whether there exist any creativity level differences depending on English achievement scores with 102 students. The participants’ English achievement level was measured using National Assessment of Educational Achievement (NAEA) English scores, and they were assigned to basic (N=21), intermediate (N=54), or advanced (N=27) groups considering the scores. The Torrance Test of Creative Thinking (TTCT) was utilized as a measuring tool for creativity. The TTCT measures three factors of creativity, which are fluency, flexibility, and originality, and a MANOVA was utilized to check the participants’ creativity levels. The participants obtained the highest scores in flexibility, followed by in fluency, and originality. The significant differences were found between flexibility and fluency, and between flexibility and originality. The results indicated that Korean middle school students were familiar with producing ideas with diverse perspective but rather weak for creating unique and uncommon ideas. The findings also revealed that there were significant differences of creativity depending on English achievement level. Overall, the basic group displayed significantly lower level of creativity across all factors of creativity compared with intermediate and advanced groups, suggesting the need to provide more effort for developing creativity of the students with low level English proficiency.