THE USE OF INTEGRATED LANGUAGE ACTIVITIES TO DEVELOP CREATIVE THINKING IN PRE-SERVICE ENGLISH LANGUAGE TEACHERS

Abstract

The article investigates how carefully designed integrated language activities contribute to the development of creative thinking among pre-service English language teachers. The study was conducted with 62 undergraduate trainees enrolled in a bachelor’s programme in English Language Education at a regional pedagogical university. A mixed-method, quasi-experimental design combined pre- and post-testing with qualitative analysis of reflective journals and focus-group interviews. Quantitative results demonstrated a statistically significant increase in divergent-thinking indicators measured by an adapted Torrance test (t = 4.21; p < 0.01). Qualitative findings revealed enhanced imaginative flexibility, more sophisticated metaphorical language use and greater self-efficacy in lesson planning. The discussion interprets these outcomes through constructivist and socio-cultural perspectives, arguing that the simultaneous engagement of receptive and productive language modes provides the cognitive branching necessary for creative elaboration. The study recommends embedding project-based and multimodal tasks across the teacher-education curriculum to cultivate a sustained culture of creativity.