EFL Learners’ Criticality, Creativity and its Relationship in Presentation Script Writing

Even though the relationship between criticality and creativity is significant in language acquisition, it has not been widely investigated. This study intended to explore the relationship between EFL learners’ criticality and creativity and its influences in the EFL environment. For the data analysis, EFL learners’ presentation scripts were collected at a university. 71 EFL learners participated in the study, and their first and final scripts were scrutinized to decide if there were significant changes in analyticity, receptivity, inquisitiveness, confidence, truth-seeking, and systematicity for criticality, as well as fluency, originality, elaboration, openers, closure, and creative strengths for creativity. Based on the findings, several significant inferences were drawn. The participating EFL learners improved their criticality and creativity in their post-presentation scripts. Although the correlation coefficient of their creativity and criticality were high in r-value, the sub-scaled items for criticality and creativity were diverse. However, co-constructive activities for criticality and creativity seem to be complementary. The pedagogical implications from the results were presented.