Abstract
Elements in Multimedia Interactive Package (MIP) Production to Facilitate Critical Thinking Acquisition in ESL Reading
Highlights
Improving higher order thinking skills amongst L2 learners’ ESL reading has been remarkably challenging
This paper examines content elements that effectively facilitate L2 learners’ critical thinking skills in ESL reading when using a Multimedia Interactive Package (MIP)
The primary aim of the study is to examine the content elements needed in the design and development of a customized Multimedia Interactive Package (MIP) that facilitates critical thinking skills in ESL reading
Summary
Improving higher order thinking skills amongst L2 learners’ ESL reading has been remarkably challenging. Bloom’s Taxonomy of Higher Order Thinking skills (HOTs) stresses on the development of learners’ analysis, synthesis and evaluation skills. Its underpinning and groundwork concepts ensue its feasibility and application even for technological integration (Mahmud et al, 2019). In this context, the radical transformation of pedagogic practices necessitates embedded novelty of thinking skills in order to cultivate excellent prospects for exploration, experimentation, training, and enhancement, and in due course, allowing for continuous improvement of individual capabilities (Abdul, 2016). Some ingenuities to harness high-order thinking is to employ teachers’ teaching methods to produce quality students with quality thinking skills (Ibrahim et al, 2019). Students are able to be engaged in numerous ways by looking at a case from various perspectives
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