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Incorporating higher order thinking skill (HOTS) questions in ESL classroom contexts

Malaysia is preparing to face 21st century learning challenges in order to fulfill the global needs. As a result, Higher-Order Thinking Skills (HOTS) have been introduced in the education system with the purpose to produce critical students who are able to compete at the international arena. Thus, t...

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Main Authors: Shafeei, Khairon Nisa, Hassan, Hanita, Ismail, Fauziah, Abdul Aziz, Azian
Format: Article
Language:English
Published: Penerbit UTM Press 2017
Subjects:
LB2300 Higher Education
Online Access:http://eprints.utm.my/id/eprint/80395/1/HanitaHassan2017_IncorporatingHigherOrderThinkingSkill.pdf
http://eprints.utm.my/id/eprint/80395/
https://lspinternationaljournal.utm.my/index.php/lspij/article/view/49
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spelling my.utm.803952019-05-10T07:18:24Z http://eprints.utm.my/id/eprint/80395/ Incorporating higher order thinking skill (HOTS) questions in ESL classroom contexts Shafeei, Khairon Nisa Hassan, Hanita Ismail, Fauziah Abdul Aziz, Azian LB2300 Higher Education Malaysia is preparing to face 21st century learning challenges in order to fulfill the global needs. As a result, Higher-Order Thinking Skills (HOTS) have been introduced in the education system with the purpose to produce critical students who are able to compete at the international arena. Thus, this study investigated the question types used by teachers of English as a second language (ESL). Besides, this study also examined the challenges faced by the teachers in incorporating HOTS element in their teaching. The data for this study were gathered by means of class observations, interviews and questionnaires. The data collected by means of classroom observation and interviews were analysed thematically whilst the questionnaire data were analysed using descriptive statistic method. The findings of this study reveal that ESL teachers favour display questions or LOTS compared to referential questions, HOTS. This is due to lack of knowledge regarding HOTS questions and students' English low proficiency level. This study, therefore, recommends that ESL teachers are in need of adequate training on HOTS before they can successfully implement HOTS in language classrooms and further relevant studies should focus on the ways in which HOTS can be incorporated in ESL classrooms. Penerbit UTM Press 2017 Article PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/80395/1/HanitaHassan2017_IncorporatingHigherOrderThinkingSkill.pdf Shafeei, Khairon Nisa and Hassan, Hanita and Ismail, Fauziah and Abdul Aziz, Azian (2017) Incorporating higher order thinking skill (HOTS) questions in ESL classroom contexts. Language for Specific Purposes (LSP) International Journal, 4 (1). pp. 101-116. ISSN 2601-002x https://lspinternationaljournal.utm.my/index.php/lspij/article/view/49
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic LB2300 Higher Education
spellingShingle LB2300 Higher Education
Shafeei, Khairon Nisa
Hassan, Hanita
Ismail, Fauziah
Abdul Aziz, Azian
Incorporating higher order thinking skill (HOTS) questions in ESL classroom contexts
description Malaysia is preparing to face 21st century learning challenges in order to fulfill the global needs. As a result, Higher-Order Thinking Skills (HOTS) have been introduced in the education system with the purpose to produce critical students who are able to compete at the international arena. Thus, this study investigated the question types used by teachers of English as a second language (ESL). Besides, this study also examined the challenges faced by the teachers in incorporating HOTS element in their teaching. The data for this study were gathered by means of class observations, interviews and questionnaires. The data collected by means of classroom observation and interviews were analysed thematically whilst the questionnaire data were analysed using descriptive statistic method. The findings of this study reveal that ESL teachers favour display questions or LOTS compared to referential questions, HOTS. This is due to lack of knowledge regarding HOTS questions and students' English low proficiency level. This study, therefore, recommends that ESL teachers are in need of adequate training on HOTS before they can successfully implement HOTS in language classrooms and further relevant studies should focus on the ways in which HOTS can be incorporated in ESL classrooms.
format Article
author Shafeei, Khairon Nisa
Hassan, Hanita
Ismail, Fauziah
Abdul Aziz, Azian
author_facet Shafeei, Khairon Nisa
Hassan, Hanita
Ismail, Fauziah
Abdul Aziz, Azian
author_sort Shafeei, Khairon Nisa
title Incorporating higher order thinking skill (HOTS) questions in ESL classroom contexts
title_short Incorporating higher order thinking skill (HOTS) questions in ESL classroom contexts
title_full Incorporating higher order thinking skill (HOTS) questions in ESL classroom contexts
title_fullStr Incorporating higher order thinking skill (HOTS) questions in ESL classroom contexts
title_full_unstemmed Incorporating higher order thinking skill (HOTS) questions in ESL classroom contexts
title_sort incorporating higher order thinking skill (hots) questions in esl classroom contexts
publisher Penerbit UTM Press
publishDate 2017
url http://eprints.utm.my/id/eprint/80395/1/HanitaHassan2017_IncorporatingHigherOrderThinkingSkill.pdf
http://eprints.utm.my/id/eprint/80395/
https://lspinternationaljournal.utm.my/index.php/lspij/article/view/49
_version_ 1643658400111788032
score 13.211869

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