Integrating Thinking into L2 Learning: What do We Learn from Students’ Learning Experience

Abstract

This study conducted a higher-order thinking approach in the L2 classroom and examined students’ attitudes towards and perceptions of learning with high cognitive thinking. Teaching higher-order thinking is essential for learning and teachers are encouraged by education authorities to integrate high cognitive thinking into teaching. Yet, little is known about the extent to which students who are used to learning with lower-order thinking skills like reciting and comprehension in the L2 classroom can adapt to learning using higher-order thinking. This paper addresses this issue by exploring students’ attitudes towards and perceptions of the importance of thinking in L2 learning and how it impacts on learning through the analysis of data collected from a case study design, including 40 self-completed questionnaires and semi-structured interviews with 16 students. This study shows that three-quarters of the students hold positive attitudes towards learning using higher-order thinking, and such learning facilitated their learning performance and learning behavior, while one quarter resisted. The findings of the study reflect on teaching higher-order thinking, and provide recommendations for integrating thinking skills into L2 teaching.