College-Level Second Language Courses and Creative Thinking Skills: An Ex Post Facto Study

Sandro Sehic

Abstract


The aim of this quantitative ex post facto research study was to explore whether college learners in the United States who had successfully completed college-level second language course(s) perform better than those who did not complete such a course(s) on the Alternate Uses test in the domains of fluency, flexibility, originality, and elaboration. The sample size consisted of 160 participants, of whom 80 were full-time college learners who successfully completed second language course(s). The MANOVA test suggested that a statistically significant difference existed in the domain of flexibility (F (1,158) = 5.602; p < 0.05; partial η² = 0.034) but not in the domains of fluency (F (1,158) = 2.515; p > 0.05; partial η² = 0.016), originality (F (1,158) = 2.444; p > 0.05; partial η² = 0.015), and elaboration (F (1,158) = 2.822; p > 0.05; partial η² = 0.018).  


Keywords


Creative Thinking Skills, Creativity, Second Language

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