Effects of Design Thinking-based Instruction on students’ Writing Performance and Creative Thinking Skills
Main Article Content
Abstract
This study aimed at investigating the effect of design thinking-based instruction on improving students’ writing performance and creative thinking skills. The purpose of this research was to increase students’ writing performance and their creativity. A quasi-experimental design with multistage sampling approach was adopted to solve this problem. Two classes were randomly chosen from the university, and the 51 students chosen were grouped as the comparison and experimental groups with 24 students being the experimental group who used the design-thinking approach, and 27 students who were the comparison group that used the conventional methods. The data were obtained via pre-and posttests and reflective journals, where thematic analysis was applied for the qualitative data and t-tests for quantitative data. The outcomes show that students who participated in the design thinking-based instruction significantly improved their essay writing performance, especially in the areas of task achievement, lexical resource, grammatical range and accuracy, and coherence and cohesiveness. Additionally, these students exhibited higher creativity levels in fluency, flexibility, elaboration, and originality. The paper comes to an end with the idea that implementing design thinking-base studies becomes a successful method for enhancement of writing and thinking abilities and therefore, the researchers and the policymakers should include such a method in other courses as well, and the students should be also given this opportunity.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
How to Cite
References
Bogale, Y. N. (2018). Conceptualizing reading to learn: strategy instruction and EFL students’ reading comprehension. International Journal of Curriculum and Instruction, 10(2), 93-117.
BURÇAK, F., & Ernst, J. (2019). Young Children's Contributions to Sustainability: The Influence of Nature Play on Curiosity, Executive Function Skills, Creative Thinking, and Resilience.
British Council. (2018). IELTS Task 2: Writing Band Descriptors: Public Version.
Cleminson, T., & Cowie, N. (2021). Using design thinking as an approach to creative and communicative engagement in the English as a Foreign Language (EFL) classroom. Journal of University Teaching & Learning Practice, 18(4), 7.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Donyaie, S., & Afshar, H. S. (2019). EFL Teachers' Reflective Journal Writing: Barriers and Boosters. Iranian Journal of Language Teaching Research, 7(3), 71-90.
Fatmawati, B., Jannah, B. M., & Sasmita, M. (2022). Students' Creative Thinking Ability Through Creative Problem Solving Based Learning. Jurnal Penelitian Pendidikan IPA, 8(4), 2090-2094.
Gonen, E. (2020). Tim brown, change by design: how design thinking transforms organizations and inspires innovation (2009). Markets, Globalization & Development Review, 4(2).
Khan, Z. (2021). Causes of Poor Performance in English at Secondary School Level in Pakistan. University of Chitral Journal of Linguistics and Literature, 5(I), 293-310.
Lynch, M., Kamovich, U., Longva, K. K., & Steinert, M. (2021). Combining technology and entrepreneurial education through design thinking: Students' reflections on the learning process. Technological Forecasting and Social Change, 164, 119689.
Mohammed Fahim El Sakka, S. (2020). A Design Thinking–Based Strategy for Enhancing EFL Students’ Writing Performance and their Sustainability Awareness. , 80(80), 15-42.
Padala, S. S., & Maheswari, J. U. (2017). A study on ‘design thinking’for constructability. In Research into Design for Communities, Volume 1: Proceedings of ICoRD 2017 (pp. 361-370). Springer Singapore.
Panke, S. (2019). Design thinking in education: Perspectives, opportunities and challenges. Open Education Studies, 1(1), 281-306.
Rahardjanto, A., & Fauzi, A. (2019). Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher. International Journal of Instruction, 12(2), 179-192.
Rahmawati, S. A. (2018). The Implementation of Mind Mapping in Teaching Writing of Recount Text to Eighth Graders of Junior High School. RETAIN: Journal of Research in English Language Teaching, 6(2).
Spycher, P. (2021). Scaffolding Writing with the" Teaching and Learning Cycle" for Students in Grades 6-12. WestEd.
Torrance, E. P. (2018). Scholastic Testing Service, Inc., 480 Meyer Road, Bensenville, Illinois 60106–1617.
Trisnayanti, Y., Sunarno, W., & Masykuri, M. (2020, April). Creative thinking profile of junior high school students on learning science. In Journal of Physics: Conference Series (Vol. 1511, No. 1, p. 012072). IOP
Publishing.
Tsai, C. A., Song, M. Y. W., Lo, Y. F., & Lo, C. C. (2023). Design thinking with constructivist learning increases the learning motivation and wicked problem-solving capability—An empirical research in Taiwan. Thinking Skills and Creativity, 50, 101385.
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.