English abstract
The purpose of this study is to evaluate the presence of creativity thinking skills (fluency, flexibility, originality and elaboration) and creativity teaching strategies in post-basic EFL textbooks in Oman. Content analysis design is used to analyze grade 12 EFL textbooks and Teachers' books in order to answer the following main questions:
1- What types of creativity thinking skills are present in post-basic EFL textbooks? 2- What types of creativity teaching strategies are prescribed in post-basic EFL Teachers' Books? 3- Is there a significant difference between semester A and semester B with respect to the presence of creativity teaching strategies?
Two coding books were developed by the researcher and validated to answer the three research questions. The first coding book was designed to code the present creativity thinking skills in the textbooks, and the other coding book was designed to code the creativity teaching strategies prescribed in the Teachers' Books. A chi-square test was also used to determine whether there is a significant difference between the two semesters with respect to the presence of creativity teaching strategies. The results showed that activities in post-basic EFL textbooks do not provide a sufficient support for creativity thinking skills. Also, the findings indicated that the prescribed creativity teaching strategies are not very common in the EFL Teachers' Books, Moreover, the chi-square test revealed that there is a significant difference between the two semesters with respect of creativity teaching strategies; however, the prescription of these strategies do not develop across the semesters.
