Investigating Chinese undergraduate students’ perception of creative support in the EFL classroom

Guided by the process dimension of Rhodes’ 4P model of creativity as the analytical framework, this study explores how undergraduate students perceive creativity in their experience in EFL classrooms. The participants, 240 Chinese EFL students at various universities throughout China, completed a questionnaire. Following the questionnaire, six students agreed to interview to provide insight into their perceptions. The quantitative results suggest that students generally perceive their experience in EFL classrooms as supportive of creativity. EFL teachers were perceived as knowledgeable, passionate, and effective in teaching, and implemented a wide range of student-centred strategies in classrooms with a mostly relaxed and interactive classroom climate. The interview data further support the questionnaire results but demonstrate that external factors, including disparity between schools and exam-oriented culture, influence students’ creative engagement. In addition, this research also highlights the importance of balancing exam preparation and creative teaching which suggests that under the exam-oriented education system, incorporating creative elements within exam-focused teaching can be a viable way for promoting creativity in teaching practices. This study contributes to the current literature by incorporating learners’ perspectives into the research on creativity in EFL classrooms, particularly in non-Western contexts. Based on the results, practical implications shed light on how to construct more creatively supportive learning environments.