Adapting coursebook speaking activities for critical thinking development among non-native speakers
DOI:
https://doi.org/10.54855/979-8-9870112-8-7_2Keywords:
critical thinking, HOTS, TESOLAbstract
Critical thinking (CT), a core component of 21st-century skills, has gained significant attention in English language teaching (ELT), especially within the context of Teaching English to Speakers of Other Languages (TESOL). Recognizing its relevance not only as a life skill but also as a language learning strategy, this study investigates the application of higher-order thinking skills (HOTS) activities in English language classrooms. The research process included a brief literature review on 21st-century skills in language education, followed by an analysis of a selected course book to identify opportunities for CT integration. Modified tasks were then designed to enhance both language use and cognitive engagement. Following implementation, a questionnaire and T-test analysis were conducted with 66 students to assess their perceptions of CT development and spoken English proficiency. Additionally, follow-up interviews were conducted with 7 students to provide a more in-depth investigation. Findings suggest that incorporating HOTS-based activities not only fosters learners' critical thinking skills (CTS) but also leads to noticeable improvements in their speaking performance. Therefore, such activities are recommended for wider use in English language classes.
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