Exploring the teaching strategies utilized by EFL teachers to develop university students’ higher-order thinking skills
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Date
2024
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Publisher
University of Oum El Bouaghi
Abstract
While the 21st century offers opportunities to create borderless experiences of learning and working with people across the globe, it suggests skills that students critically need to succeed in facing the increasingly interconnected and complex world. Integrating those skills into the curriculum has been the strategic action taken by most countries worldwide. In this learning model, students are engaged in higher-order thinking skills that involve analyzing, evaluating, and creating. The research aims to explore the teaching strategies EFL teachers utilize to cultivate university students’ higher-order thinking skills (HOTS) and address teachers' perceptions of, and attitudes towards HOTS. This study adopts a qualitative approach. The primary data collection techniques employed are classroom observation and semi-structured interviews. The interview was conducted with five EFL teachers to gain insights into how familiar they are with the concept of HOTS and their perspectives, experiences, and practices about HOTS development. Additionally, classroom observation was conducted to observe the teaching practices of the selected teachers. The observation focuses on identifying whether and how the teachers employ teaching strategies that promote HOTS among students. The study's findings indicate a notable level of awareness among teachers regarding HOTS. Teachers demonstrate the implementation of teaching strategies aimed at fostering students' HOTS. However, they are unaware that these strategies are directly linked to HOTS and contribute significantly to its growth. To conclude, the importance of raising awareness about the development of HOTS is signaled and the benefits of integrating HOTS development into teaching practices is highly recommended.