The Impact of Cognitive Academic Language Learning Approach (CALLA) On EFL Preparatory School Students' in Creative Thinking

Abstract

Creative Thinking plays a crucial role for both teachers and students. Accordingly, the current study aims at finding out the impact of Cognitive Academic Language Learning Approach (CALLA) on EFL preparatory school students' creative thinking. It is hypothesized that there are no statistically significant differences at the level of significance (0.05) in the mean creative thinking among the mean scores of students' achievement between the experimental group taught by the Cognitive Academic Language Learning Approach (CALLA) and that of the control group receiving traditional instruction in creative thinking posttest. To verify the hypothesis of the study and achieve its aims, a quasi-experimental nonrandomized control group, pretest-posttest design is employed. Two groups are randomly selected from the fifth preparatory class in Amouriya Preparatory School for Girls to represent the sample of the study which is 60 students (30 students for each group). Both groups are subjected to the same pretest to ensure equivalence between them. Then the experimental group is taught according to the Cognitive Academic Language Learning Approach (CALLA), whereas the control group is taught according to the method stated in the Teacher's Book. After achieving the validity of the test, a pilot study is conducted on 25 students of the fifth preparatory class. Then the both groups are subjected to the same posttest in creative thinking. Data have been analyzed statistically. The results have shown that there is a statistically significant difference between the experimental and the control groups. In the light of obtained results, conclusions, recommendations and suggestions for further studies are put forward.