Document Type : Original Article
Authors
1 PhD Graduate in Arabic Language and Literature, Imam Khomeini International University, Iran.
2 Associate Professor of Arabic Language and Literature, Imam Khomeini International University, Qazvin, Iran.
Abstract
Creative thinking is considered a fundamental component in the teaching-learning process today, due to its pivotal role in developing learners' intellectual independence and enhancing their linguistic and analytical skills, as well as fostering their conscious interaction with educational content. Embedding this mode of thinking in language teaching curricula, particularly in instructional material design, is an imperative necessity; as it is the essential precondition for transitioning from a passive, memory-based teaching model to an active model of knowledge construction by the learners themselves. In this context, the precise evaluation of educational materials regarding the extent and manner of reflecting creative thinking skills is a primary and crucial step to ensure their quality and effectiveness. Accordingly, this study, employing a descriptive-analytical method within the framework of Guilford's model, aims to assess the degree to which creative thinking skills (fluency, originality, flexibility) are reflected in the exercises of one of the Arabic language teaching resources in Iran, namely the "Sada Al-Hayat" educational series. To conduct this analysis accurately, the exercises from the intermediate and advanced level books of this series were selected as the research sample and examined. The content analysis results revealed that the exercises include the three skills in varying proportions, with fluency and flexibility dominating most exercises. In contrast, the presence of originality was very weak, especially in the intermediate level (1%), with a slight improvement in the advanced level (9%). This indicates a decline in developing authentic thinking in favor of quantitative production and multiple alternatives.
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