Investigating the Relationship Between Mother Tongue Education and Creativity: A Systematic Review at the K-12 Level

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dc.authorid0000-0001-5319-5487
dc.authorid0000-0001-6958-9130
dc.authorid0000-0001-9652-2089
dc.contributor.authorSakaryali, Ozge
dc.contributor.authorBal, Mazhar
dc.contributor.authorYildirim, Yakup
dc.date.accessioned2026-01-24T12:29:09Z
dc.date.available2026-01-24T12:29:09Z
dc.date.issued2024
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractEffective use of one's mother tongue has a positive impact on an individual's life, especially in mother tongue education at the K-12 level. During this period, students progressively learn to use the language more effectively, which is critical for fostering creativity. Therefore, emphasizing creativity in mother tongue education at the K-12 level is a crucial area. The present study aimed to systematically analyze articles that address creativity in mother tongue education at the K-12 level. Data for the study were collected by searching the Web of Science, Scopus, Ebsco, and the Education Resources Information Center (ERIC) databases based on specific criteria. The analysis included 18 articles. The study's findings indicate that the examined studies were conducted using different methods and for different purposes. The methodological quality of the studies was evaluated, and it was determined that the average score for qualitative studies was lower than that of quantitative studies. Multiple data collection tools were used in most of the studies. The examined articles consisted of eight themes: writing skills, speaking skills, teaching methods, art, poetry, interculturalism, technology, and reading skills. The findings related to these themes emphasize the complexity of supporting students' creativity and developing their language skills. The studies lacked significant focus on teaching processes and student-centered approaches, which could provide valuable guidance for future research.
dc.identifier.doi10.1177/21582440241307806
dc.identifier.issn2158-2440
dc.identifier.issue4
dc.identifier.scopus2-s2.0-85212264199
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1177/21582440241307806
dc.identifier.urihttps://hdl.handle.net/20.500.12868/5149
dc.identifier.volume14
dc.identifier.wosWOS:001379232100001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSage Publications Inc
dc.relation.ispartofSage Open
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260121
dc.subjectK-12
dc.subjectmother tongue teaching
dc.subjectfirst language teaching
dc.subjectcreativity
dc.titleInvestigating the Relationship Between Mother Tongue Education and Creativity: A Systematic Review at the K-12 Level
dc.typeArticle

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