Selfa-Sastre Moisés, Pifarré Manoli, Cujba Andreea, Cutillas Laia, Falguera Enric
Department of Specific Didactics, Universitat de Lleida, Lleida, Spain.
Department of Psychology, Universitat de Lleida, Lleida, Spain.
Front Psychol. 2022 Feb 9;13:828981. doi: 10.3389/fpsyg.2022.828981. eCollection 2022.
The importance of cultivating creativity in language education has been widely acknowledged in the academic literature. In this respect, digital technologies can play a key role in achieving this endeavour. The socio-cultural conceptualization of creativity stresses the role of communication, collaboration and dialogical interaction of creative expression in language education. The objective of this paper is to study the literature focusing on cases of collaborative creativity and technology embedded in language education. To this end, we carry out a systematic revision of state-of-the-art literature consisting of 26 blind peer-reviewed empirical studies selected from several databases that address our main research question, namely, which specific roles and forms of digital technology can be identified in the existing literature that support collaborative creativity in language education. Results show that the features of digital technology unfold a range of learning opportunities in language education and can play three different roles in promoting collaborative creativity: (1) as a tutoring device that guides the implementation of key co-creation skills; (2) as a tool that enables and shapes the development of co-creative thinking skills; and (3) as a medium that creates rich and resourceful environments to stimulate the emergence of collective creative processes. The paper also reveals that these three roles can be performed using a wide range of interactive technologies that encourage students to participate in a rich, co-creative language learning experience and equip learners with key competences to approach complex problems in a globalised and hyper-connected world. Finally, this paper may contribute to developing future language technology-enhanced learning projects capable of promoting key collaborative and creative processes.
培养创造力在语言教育中的重要性已在学术文献中得到广泛认可。在这方面，数字技术可以在实现这一目标中发挥关键作用。创造力的社会文化概念强调了创造性表达在语言教育中的交流、协作和对话互动作用。本文的目的是研究聚焦于语言教育中嵌入协作创造力和技术案例的文献。为此，我们对26项经过盲审同行评议的实证研究进行了系统综述，这些研究从多个数据库中选取，涉及我们的主要研究问题，即现有文献中可以识别出哪些支持语言教育中协作创造力的数字技术的具体作用和形式。结果表明，数字技术的特性在语言教育中展现了一系列学习机会，并在促进协作创造力方面可以发挥三种不同作用：（1）作为指导关键共同创作技能实施的辅导工具；（2）作为促进共同创造性思维技能发展的工具；（3）作为创造丰富且资源充足的环境以激发集体创作过程出现的媒介。本文还揭示，这三种作用可以通过广泛的交互技术来实现，这些技术鼓励学生参与丰富的共同创作语言学习体验，并使学习者具备在全球化和高度互联的世界中应对复杂问题的关键能力。最后，本文可能有助于开发未来能够促进关键协作和创作过程的语言技术增强学习项目。
