| 英文摘要： | This qualitative study explores dimensions of creative foreign language teaching through collaborative inquiry of a group of eight experienced EFL instructors from Taiwanese higher education system. Data collection methods included interviews, narratives, and group discussions. A symposium and group presentation at a creative education conference in October 2008 also constituted a part of the collaborative effort to clarify what the teachers thought about innovation and creativity in teaching as they reflected on what they did in the language classroom and why they did it. The results showed that the teachers’ innovations could be characterized by an attempt to break down the classroom walls in order to let in authenticity by applying both structural and role changes, by moving from teacher-centeredness to learner-centeredness, and by encouraging learner autonomy. The challenges the teachers experienced included insufficient technological accessibility and support, concerns about language learning gains, and needing better ways to handle students’ resistance. Based on the eight teachers’ experiences, creative practices reflected the teachers’ identities and involved situated negotiations between the teachers, learners, and the social context. It also provided learning opportunities that could sustain both teachers’ and learners’ interest. Suggestions for future research and teacher professional development are provided. |
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