scholarly journals English Language Teaching Management Strategies to Improve Students’ Higher Order Thinking Skills

2021 ◽  
Vol 9 (1) ◽  
pp. 42
Author(s):  
Mega Selvi Maharani
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Management Strategies ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
English Language Teaching ◽  
Teaching Management ◽  
Higher Order Thinking Skills

scholarly journals Pre-Service English Teachers’ Perception on Higher Order Thinking Skills (HOTS) in English Language Teaching

2019 ◽  
Vol 1 (01) ◽  
pp. 111-122
Author(s):  
Intan Armala ◽  
Endang Fauzia ◽  
Abdul Asib
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Higher Order Thinking ◽  
English Teachers ◽  
Thinking Skills ◽  
Higher Order ◽  
English Language Teaching ◽  
Thinking Skill ◽  
Higher Order Thinking Skills ◽  
Interpretative Approach

Higher order thinking skill is one of the important components for an individual to be able to solve new problems in the 21th century. In the revised Bloom’s taxonomy, HOTS is defined as an incision among the three top levels of ability in the cognitive dimension (analyzing, evaluating, creating), and 3 levels of knowledge dimension (conceptual, procedural, metacognitive). The aim of the present case study was to investigate pre-service English teachers’ perception on Higher Order Thinking Skills in English language teaching. A total of 15 pre-service English teachers in a university in Indonesia participated in this study. The research used questionnaire to collect the data. Data were analyzed using interpretative approach. The result showed that the pre-service English teachers have their perspective about higher order thinking skills by themselves. They are aware towards Higher Order Thinking Skills in English language teaching. They are involving some activities to encourage students in thinking skill. They believed that every student is capable to think critically.

scholarly journals Effect of Instructions in Course Book Tasks on Promoting Higher-Order Thinking Skills

2021 ◽  
Vol 14 (12) ◽  
pp. 218
Author(s):  
Hanoof Khalid Alshaiji ◽  
Shaima Jamal Al-Saeed
Keyword(s):  
Critical Thinking ◽  
Cognitive Skills ◽  
English Language ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Educational Systems ◽  
Higher Order Thinking Skills

As stakeholders of educational systems, teachers are urged to participate in social change through the implementation of critical thinking skills into the educational setting. English language teaching has primarily focused on critical thinking, particularly in the recent years. Therefore, teachers are required to examine their teaching materials to ensure that they meet the needs of the 21st century. This study investigates the extent of implemented higher-order thinking skills using revised Bloom’s taxonomy. It examines tasks in course books used at the College of Technological Studies at the Public Authority of Applied Education and Training in Kuwait. The course books examined are Tech Talk at the elementary, pre-intermediate, and intermediate levels. The findings of this study prove that most of the tasks in the sample chosen encourage students’ lower cognitive skills. Therefore, syllabus and material designers and teachers should include tasks that foster higher-order cognitive skills. The results are expected to serve as reference for direct language teachers when planning lessons in their course book adaptation and with curriculum development.  

scholarly journals Teacher’s Beliefs and Practices in the Integration of Higher Order Thinking Skills in Teaching Reading

2019 ◽  
Vol 2 (4) ◽  
pp. 541-555
Author(s):  
Muhammad Ansori ◽  
Joko Nurkamto ◽  
Suparno Suparno
Keyword(s):  
English Language ◽  
Classroom Practices ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
English Language Teaching ◽  
Teaching Reading ◽  
Higher Order Thinking Skills ◽  
Beliefs And Practices ◽  
Teacher's Beliefs

Higher Order Thinking Skills (HOTS) is an essential skill for students to compete in this technological age. Hence, teachers need to hold strong beliefs about HOTS as it influences their classroom practices. Moreover, the study about HOTS in English language teaching has not been widely explored. This case study seeks to explore teacher’s beliefs in the integration of HOTS in teaching reading and how the beliefs are reflected in classroom practices. Further, it also investigates the factor influencing the teacher’s beliefs and practices. The participant was an experienced English teacher in a public senior high school. Data were collected using interviews, observation, and review of documents. Data then were analyzed using the Pattern Matching technique (Yin, 2018) and interactive model data analysis (Miles, Huberman, & Saldaña, 2014). The results revealed that the teacher held strong beliefs about the integration of HOTS in teaching reading. These beliefs include belief about the conception of HOTS, the importance of HOTS, the role of the teacher, the strategies to promote HOTS, and the assessment of HOTS. In practice, the teacher did not fully reflect what she believes, especially about the assessment of HOTS. It also found that training, learning experience, teaching experience, institutional factor, student factor, and availability of learning support influenced teacher beliefs and practice in integrating HOTS in teaching reading. This study implies that there needs more teachers’ professional development to support the successful integration of HOTS in English language teaching.

scholarly journals Inculcation of Higher Order Thinking Skills (HOTS) in Arabic Language Teaching at Malaysian Primary Schools

2016 ◽  
Vol 07 (02) ◽  
pp. 307-314 ◽  
Author(s):  
Mohd Yusri Kamarudin ◽  
Nik Mohd Rahimi Nik Yusoff ◽  
Hamidah Yamat ◽  
Kamarulzaman Abdul Ghani
Keyword(s):  
Primary Schools ◽  
Language Teaching ◽  
Higher Order Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Arab Israeli EFL teachers’ perceptions and practices vis-à-vis teaching higher-order thinking skills: A complicated relationship

2021 ◽  
pp. 136216882110324
Author(s):  
Ibtihal Assaly ◽  
Abdelnaser Jabarin
Keyword(s):  
English Language ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Higher Order Thinking Skills ◽  
Language Curriculum ◽  
Teachers Perceptions ◽  
Efl Teachers

Higher-order thinking skills (HOTS) have been an integral part of the English language curriculum in the Israeli school system since 2013, when questions that needed HOTS were added to the matriculation exams in all modules. Teachers subsequently have been responsible for integrating such questions into their teaching. The study aims to investigate the cognitive levels of questions posed by 13 Arab Israeli EFL teachers while teaching reading comprehension in heterogeneous tenth-grade classrooms. It also seeks to reveal the teachers’ perceptions with respect to teaching HOTS, and the challenges they face while doing so. Data were gathered by means of a classroom observation checklist and semi-structured interviews. The results show that the teachers tended to emphasize lower-order rather than higher-order questions. The findings of the thematic analysis of interviewees’ answers indicate that while the teachers have positive perceptions about teaching HOTS, they nevertheless face significant challenges. Factors hindering HOTS implementation include the teachers, the students, the system, and certain social norms. This implies the need for training courses to develop teachers’ knowledge about HOTS and to ensure successful implementation in the English language classroom.

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