THE DIFFERENCES BETWEEN CREATIVE THINKING AND CREATIVE COGNITION IN ESL EDUCATION: A PEDAGOGICAL PERSPECTIVE
Keywords:
creative thinking, creative cognition, ESL learners, higher-order thinking, language learning, cognitive developmentAbstract
In modern education, particularly within English as a Second Language (ESL) instruction, the development of higher-order thinking skills has become a priority. Among these, creative thinking and creative cognition are often used interchangeably, although they represent distinct yet interconnected processes. This study explores the conceptual and practical differences between creative thinking and creative cognition and examines how their integration enhances students’ language learning outcomes. Using a mixed-method research design, including pre- and post-tests, classroom observations, and task-based assessments, the study reveals that targeted pedagogical strategies significantly improve both creative expression and deeper cognitive processing. The findings indicate that while creative thinking supports idea generation, creative cognition ensures the structured, meaningful, and contextually appropriate application of those ideas. The study contributes to ESL pedagogy by clarifying these concepts and proposing an integrated instructional model.
References
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