Published Paper Details:

Creativity is one of the most valued abilities in all societies, as it enables learners to think critically, solve problems innovatively, and express themselves effectively. In the field of language education, fostering creativity has become increasingly important in the context of the 21st-century skills framework and the National Education Policy (NEP) 2020, which emphasizes creative and critical thinking as essential learning outcomes. The Synectics model of teaching, developed by William J.J. Gordon and his associates, is a powerful instructional strategy that uses metaphorical and analogical thinking to stimulate creativity among learners. By engaging students in structured creative activities, Synectics helps them break away from conventional thought patterns and develop divergent thinking skills. The present experimental study investigates the efficacy of the Synectics teaching model in fostering language creativity in English among secondary school students. The study involved two groups--experimental and control--taught through Synectics-based instruction and traditional methods, respectively. Language creativity was assessed using the Test of Story Construction, Test of Poetic Diction, and Vocabulary Test. Statistical analysis revealed that the experimental group outperformed the control group significantly across all three measures. These findings demonstrate that the Synectics model is an effective pedagogical approach for enhancing language creativity, encouraging flexible thinking, and enriching students' linguistic expression. The study highlights the pedagogical implications of integrating innovative teaching models like Synectics into English language classrooms to nurture creative competencies among learners in line with contemporary educational goals.