Development of Students’ Speech Using the Method of Creative Thinking

F. Orazbayeva, Bogenbayeva Aigerim, Yerkibayeva Gulfairuz, Elmira Orazaliyeva, Meruyert Imankulova, Guldaray Akhmetzhanova, Dodi Ilham, Zeinab Azizi, Movahede Sadat Mousavi, Amir Nazari Anamagh

2022

Full text Open access: Hybrid Metadata (CSL-JSON)
DOI 10.1155/2022/4958538
Data confidence 70 medium
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Abstract

This study aimed to examine the structural relationship between speaking and creative thinking and their impacts on students’ academic performance. Researchers in this field of science argue that there is a close relationship between student achievement and creative thinking. Students with high creative thinking skills show good results in mastering knowledge. Therefore, we tested the students’ ability by giving them creative assignments while teaching the Kazakh language. The study aimed to track the development of students’ speech skills using methods aimed at developing creative thinking. The research includes methods, such as observation, questioning, semiotic analysis, discourse analysis, and analytical essay. Tasks aimed at developing students’ creative abilities do not require the usual mechanical action that students perform automatically. It requires action, which is carried out at a high creative level, and activity that arises as a result of creative thinking. Therefore, these tasks should be based on the principle of creativity and should include elements of the game. In this regard, we called the system of tasks used in our practice “game tasks.” It allows students to actively participate in language communication through creative thinking. These tasks allow students to think creatively while playing and develop the ability to freely express their thoughts in oral and written speech. However, it is important to consider the number of students in the experimental group. The number of participants should not exceed 20 students to keep track of the individual abilities of students.