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Teaching English Syntax in Ways to Foster Creativity: An Action Research Centered on Lectures, Student Reflective Essays, and Lecturer Feedback

How should English syntax be taught in college so that it can help students build up creativity? This paper suggests one way on the basis of an action research into the English Syntax course that the author taught in 2009 utilizing (i) challenging lectures, (ii) student reflective essay writing and (iii) classroom discussions of the data, hypotheses, and questions that students presented in their reflective essays. Analyzing the lecture notes, 74 student essays, and instructor response texts, among others, the author (i) presents examples of classes that could have fostered student creativity, (ii) presents cases illustrating the different extents of students creative thinking processes, (iii) shows how his feedback methods have improved and how he recognized student contributions, and (iv) lastly reflects on what he has learned about the course and students, and lastly suggests points to improve an English syntax course so that it may better foster students scientific creativity.