Examination of EFL teachers' teaching practices to improve creative thinking

This study aims to examine how creative thinking is perceived in English language teaching, how it is supported through classroom practices, how the main dimensions of creativity (fluency, flexibility, originality, appropriateness, and elaboration) are reflected in instructional activities, and how the physical environment influences this process. The research was conducted using a multiple case study design within a qualitative research paradigm. The study group consisted of 17 English teachers with at least ten years of professional experience across various school levels and regions, as well as 10 eighth- grade students. Data were collected through semi-structured interviews with both teachers and students, and the teachers' written exam papers were also analyzed as documents. The data were analyzed using content analysis and supported by MAXQDA software. The findings reveal that teachers tend to associate creative thinking mainly with innovation and originality, while dimensions such as flexibility and elaboration received relatively less attention. Physical factors such as overcrowded and small classrooms, fixed seating arrangements, poor ventilation, and the lack of language laboratories were identified as major barriers to fostering creativity. Nearly all participants believed that open-air settings and group work were more effective in enhancing students' creative thinking. Teachers cited large class sizes, limited instructional time, rigid curricula, and high-stakes examination systems as constraints preventing the implementation of creative activities. On the other hand, students emphasized peer pressure, negative teacher attitudes, and noise as human-related obstacles to creativity. It was also observed that teachers' definitions of creative students were more behaviorally than cognitively oriented. Furthermore, it appears that teachers need to improve their utilization of new-generation language learning environments, such as augmented reality (AR) and virtual reality (VR), that support creative thinking. Overall, the results indicate a strong need for curriculum reforms and restructured teacher training to better support creative thinking in English language classrooms.