In the era of the 4th industrial revolution, creativity plays a pivotal role in the competitiveness of a country. The importance of creativity education therefore cannot be overemphasized. The purpose of this study is to examine the effects of discussion-based English reading and writing activities on Korean high school students' creativity, English writing, and self-assessed creative thinking. The participants were 45 high school students in Seoul, Korea. They were divided into two groups: the discussion-based English reading and writing group (n=24) and the traditional English instruction group (n=21). The experiment was administered during two semesters of the 2017 academic year. The major findings are as follows: First, the experimental group showed significant improvement on the creativity test, especially in the areas of fluency, flexibility, and original thinking. Second, the experimental group outperformed the control group on the writing test. Third, the experimental group showed positive changes in their self-assessed flexible thinking, convergent thinking, and intrinsic motivation. All of these indicate the beneficial effects of the discussion-based English reading and writing activities. Based on the results, some pedagogical suggestions were made for the effective integration of creativity education into the teaching of English as a foreign language.

I. 서론
II. 이론적 배경
    1. 창의성 교육
    2. 읽기·토론․쓰기 연계 학습과 창의성
III. 연구 방법
    1. 연구 문제
    2. 연구 대상, 연구절차 및 실험처치
    3. 연구도구
    4. 연구 결과 분석도구
Ⅳ. 연구 결과 및 논의
    1. 토론 기반 읽기 및 쓰기 활동이 창의성에 미치는 영향
    2. 토론 기반 읽기 및 쓰기 활동이 영어 쓰기에 미치는 영향
    3. 창의적 사고력에 대한 학습자 인식에 미치는 영향
Ⅴ. 결론 및 제언
참고문헌

• 한종임(이화여자대학교) | Han Jong-Im