Abstract
Background: Students in Hong Kong often lack creativity when writing compositions. Based on the dual coding theory and the Multidimensional Interactive Creative Imagination Imagery Model, imagery training may help students to write more creatively.
Aims: This study investigates the effectiveness how the imagery teaching method imagery affect students’ creative writing.
Sample: 2 classes of students (37 and 36) participated in this pre-test, intervention, post-test writing study. One class received imagery training while the other class did not.
Method: Using hierarchical regressions, path analyses and a structural equation model, their compositions were evaluated in 4 ways: fluency, uniqueness, content, and grammar/convention.
Results: Students receiving imagery training performed better than the other students in the areas of fluency, uniqueness and content, but not grammar. Furthermore, girls were more likely to do well on the content part in the post-test than boys.
Conclusion: Imagery training is useful in enhancing students’ creativity in Chinese Composition. Further research is suggested in the following two areas: training program and the process of creative writing by dual-coding theory.
| Keywords: | imagery; creativity |
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