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Creative teaching as perceived by English language teachers in private universities

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  • Marites Piguing Hilao

    (Language Institute, Bangkok University, Bangkok, Thailand)

Abstract

Creative teaching is one of the main goals that most universities in Thailand have set in their mission. The study aimed to investigate the concept of creative teaching as perceived by university teachers and find out some factors that had an impact on their perceptions comprising gender, academic title, and degree. Data were collected from 164 English language teachers from five different private universities in Thailand using a 5-point rating scale questionnaire and analyzed by means, t-tests, and One-Way Analysis of Variance. The findings reveal that teachers’ creative teaching perceptions based on the six categories namely, school environment, personal quality, personal motivation, teaching belief, education and career experience, and thinking style were at a high level. Regarding background information, the factor of academic title was found to have an impact on perceptions. That is, teachers with academic title had higher perceptions on creative teaching than the ones without academic title in all categories, and significant differences were found in overall perceptions and in two categories: personal motivation and thinking style (p

Suggested Citation

  • Marites Piguing Hilao, 2016. "Creative teaching as perceived by English language teachers in private universities," Journal of Advances in Humanities and Social Sciences, Dr. Yi-Hsing Hsieh, vol. 2(6), pages 321-329.
    • Handle: RePEc:apb:jahsss:2016:p:321-329
    DOI: 10.20474/jahss-2.6.4
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    Cited by:

    1. Cian Thomas O’Mahony∗, 2018. "An Analysis of Dialects and How They Are neither Linguistically Superior nor Inferior to One Another," International Journal of Humanities, Arts and Social Sciences, Dr. Mohammad Hamad Al-khresheh, vol. 4(5), pages 221-226.
    2. Mani Ram Sharma, 2020. "Perceptions on language testing and assessment: A Case study of B.Ed students' in Nepal," Journal of Advances in Humanities and Social Sciences, Dr. Yi-Hsing Hsieh, vol. 6(1), pages 27-33.
    3. M. Zh. Tussupbekova* & M. A. Idrissova & B. G. Smagulova & N. K. Kazhikenova & Zh. M. Konyratbaeva & B. Abduali, 2019. "Action Research in Teaching English for Students of Non-Linguistic Specialties in Higher Schools," The Journal of Social Sciences Research, Academic Research Publishing Group, vol. 5(2), pages 354-359, 02-2019.
    4. Pattaraporn Thampradit, 2019. "Models in Enhancing English at Work for Private Enterprise Officers in Bangkok Metropolitan," The Journal of Social Sciences Research, Academic Research Publishing Group, vol. 5(2), pages 233-240, 02-2019.
    5. Anchalee Veerachaisantikul & Wara Chansi, 2018. "A corpus-based approach to lessons development for EFL reading course," Journal of Advances in Humanities and Social Sciences, Dr. Yi-Hsing Hsieh, vol. 4(5), pages 197-205.
    6. Nelia M. Adora, 2017. "Entrepreneurial Activities and Teaching Performance of Faculty Members of the University of Eastern Philippines," International Journal of Business and Administrative Studies, Professor Dr. Bahaudin G. Mujtaba, vol. 3(4), pages 134-143.

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