Impacting Students’ Learning Through Incorporating Higher Order Thinking Skills in English Language Activities
Chandra Mohan Vasudeva Panicker1, Melor Md Yunus2
1Chandra Mohan Vasudeva Panicker is a senior lecturer with the Institute of Teacher Education, Batu Lintang Campus in Kuching, Sarawak., Malaysia.
2Dr Melor Md Yunus is an Associate Professor and Deputy Dean of Research and Innovation at the Faculty of Education, Malaysia.
Manuscript received on 02 June 2019 | Revised Manuscript received on 10 June 2019 | Manuscript published on 30 June 2019 | PP: 2943-2946 | Volume-8 Issue-8, June 2019 | Retrieval Number: H7305068819/19©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: This study explored the impact of incorporating higher order thinking skills (HOTS) on students’ learning in the ESL classroom. The teacher trainees used activities in their lessons to incorporate HOTS. The participants of this qualitative case study consisted of four teacher trainees who were in their final phase of their practicum. Data were collected through three main instruments: classroom observations, semi-structured interviews and document analysis. A thematic analysis was employed to analyze the data. Results of this study revealed that (a) HOTS activities carried out in the ESL classroom made students to be active learners and think outside the box and, (b) HOTS activities made students to be knowledge constructors who were able to create language materials.
Keyword: Higher order thinking skills, Activities, Active learners, Knowledge construction.
Scope of the Article: E-governance, E-Commerce, E-business, E-Learning.