Abstract
Purpose - This research focuses on ESL teachers’ strategies to foster higher-order thinking skills to teach writing to weak ESL learners in two selected secondary schools in Malaysia. ESL teachers’ strategies to foster higher-order thinking skills to teach writing to weak ESL learners were captured and encapsulated to enable the ESL learners to understand and master higher order thinking to improve their writing. Methodology – A qualitative descriptive case study design was employed in the study. The sample was based on a snowball sampling and 4 ESL teachers were selected from two different secondary schools in Malaysia. The main data collection method was classroom observation while thematic analysis was used for data analysis. Each teacher was observed twice. Classroom observation forms and video recordings were used as a main source in data collection. Findings – Findings showed that ESL teachers selected strategies to foster higher-order thinking skills to teach writing including the general procedures in implementing higher-order thinking skills for teaching writing and major considerations at each stage of the implementation. ESL teachers exposed learners to the general procedures of the higher-order thinking skills which were explaining and helping students to understand what higher-order thinking is, leading students to connect to concepts in writing, helping students to infer through real-life situations, using more graphic organizers and teaching problem-solving skills. Significance – The findings can be used to guide decisions on higher-order thinking skills training for ESL teachers, educators and curriculum developers regarding the thinking skills strategies to be mastered in teaching writing.
Highlights
Today, teachers are more concerned and interested in witnessing the process of growing up that nurtures and empowers the students with information and capabilities to face new challenges
The Ministry of Education have attempted to enhance higher order thinking among Malaysian students by introducing ‘i-THINK’ Thinking Map as a breakthrough project to be incorporated into the Malaysian school system (The Star Online, 2015). ‘i-THINK’ Thinking Map was introduced by the Malaysian Government and Agent of Innovation Malaysia (AIM) to produce Malaysia’s generation of innovative, critical and versatile thinkers of the future
The findings obtained from the classroom observations revealed that ESL teachers had used several strategies to foster higher-order thinking skills when teaching writing to weak ESL learners
Summary
Teachers are more concerned and interested in witnessing the process of growing up that nurtures and empowers the students with information and capabilities to face new challenges. ESL teachers use diverse teaching strategies to educate and nurture creative and innovative students who are adept at critical thinking and problem solving. This study focuses on ESL teachers’ strategies that foster higherorder thinking skills when teaching writing to weak ESL learners in two selected secondary schools in Malaysia. The Ministry of Education have attempted to enhance higher order thinking among Malaysian students by introducing ‘i-THINK’ Thinking Map as a breakthrough project to be incorporated into the Malaysian school system (The Star Online, 2015). Hyerle and Yeager (2007) proposed eight maps within the ‘i-Think’ Thinking Map; namely Circles Map, Bubble Map, Double Bubble Map, Tree Map, Brace Map, Flow Map, Multi-Flow Map and Bridge Map. The program was developed to assist teachers and students in the development of thinking and reasoning skills during teaching. It is assumed that the ‘i-THINK’ thinking map can assist students to attain higher levels of critical and creative thinking
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