The evaluation of thinking skills in ELT

With the globalization of education across the world, thinking skills are now being given importance in Malaysian higher institutions. The inclusion of thinking skills in the curriculum is evident, but whether or not the outcome of the teaching and learning process provides a true reflection of the...

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Published in:Advanced Science Letters
Main Author: Baftim S.S.S.A.; Mustapha G.
Format: Article
Language:English
Published: American Scientific Publishers 2017
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032182202&doi=10.1166%2fasl.2017.9572&partnerID=40&md5=f4fecb33c35ab6ffca52a158b1a96006
id 2-s2.0-85032182202
spelling 2-s2.0-85032182202
Baftim S.S.S.A.; Mustapha G.
The evaluation of thinking skills in ELT
2017
Advanced Science Letters
23
8
10.1166/asl.2017.9572
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032182202&doi=10.1166%2fasl.2017.9572&partnerID=40&md5=f4fecb33c35ab6ffca52a158b1a96006
With the globalization of education across the world, thinking skills are now being given importance in Malaysian higher institutions. The inclusion of thinking skills in the curriculum is evident, but whether or not the outcome of the teaching and learning process provides a true reflection of the curriculum (which consists of thinking skills) is one issue that needs to be addressed. Thus, this study aims to explore the different levels of higher order thinking skills (HOTS) infused at the implementation level of English language teaching (ELT) in the diploma program at selected institutions of higher learning. Qualitative in nature, it employed a mixed form, in which a simple quantitative measurement of statistical analysis was included. Content analysis was utilized on the data collected with the use of the descriptors in the COGAFF Taxonomy and the Mental Operation Questions. The outcome of the study raised certain issues in the infusion of HOTS at the implementation stage, as there were some inconsistencies in certain areas. These issues need to be addressed to ensure the effectiveness of the teaching process in relation to the infusion of HOTS, since this will assist students’ learning in a more efficient manner, and more importantly, provide some space for them to think freely. Hence, the process will allow students to become self-sufficient in managing themselves and withstand global challenges in the future. © 2017 American Scientific Publishers. All rights reserved.
American Scientific Publishers
19366612
English
Article

author Baftim S.S.S.A.; Mustapha G.
spellingShingle Baftim S.S.S.A.; Mustapha G.
The evaluation of thinking skills in ELT
author_facet Baftim S.S.S.A.; Mustapha G.
author_sort Baftim S.S.S.A.; Mustapha G.
title The evaluation of thinking skills in ELT
title_short The evaluation of thinking skills in ELT
title_full The evaluation of thinking skills in ELT
title_fullStr The evaluation of thinking skills in ELT
title_full_unstemmed The evaluation of thinking skills in ELT
title_sort The evaluation of thinking skills in ELT
publishDate 2017
container_title Advanced Science Letters
container_volume 23
container_issue 8
doi_str_mv 10.1166/asl.2017.9572
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032182202&doi=10.1166%2fasl.2017.9572&partnerID=40&md5=f4fecb33c35ab6ffca52a158b1a96006
description With the globalization of education across the world, thinking skills are now being given importance in Malaysian higher institutions. The inclusion of thinking skills in the curriculum is evident, but whether or not the outcome of the teaching and learning process provides a true reflection of the curriculum (which consists of thinking skills) is one issue that needs to be addressed. Thus, this study aims to explore the different levels of higher order thinking skills (HOTS) infused at the implementation level of English language teaching (ELT) in the diploma program at selected institutions of higher learning. Qualitative in nature, it employed a mixed form, in which a simple quantitative measurement of statistical analysis was included. Content analysis was utilized on the data collected with the use of the descriptors in the COGAFF Taxonomy and the Mental Operation Questions. The outcome of the study raised certain issues in the infusion of HOTS at the implementation stage, as there were some inconsistencies in certain areas. These issues need to be addressed to ensure the effectiveness of the teaching process in relation to the infusion of HOTS, since this will assist students’ learning in a more efficient manner, and more importantly, provide some space for them to think freely. Hence, the process will allow students to become self-sufficient in managing themselves and withstand global challenges in the future. © 2017 American Scientific Publishers. All rights reserved.
publisher American Scientific Publishers
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language English
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