Student-Reported Creativity and Language Output: Assessing Hypotheses

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Cameron A. Smith, Aichi Gakuin University

This paper presents the results of a small-scale study into the relationship between Japanese university students’ self-reported creativity and assessments of their English language ability in order to investigate whether previous exploratory results, which suggested relationships between creativity and language learning achievement in terms of fluency and test-based assessment, can be reproduced. I discuss the generally negative results found in this study in the light of recent debates in the field of creativity concerning the generality or otherwise of creativity as a personal attribute and of assumptions about the benefits of creativity. I argue for the importance of viewing creativity as a domain-specific activity and a phenomenon brought out by tasks and settings, rather than as a general personal attribute that varies among individuals.