TEACHERS’ STRATEGIES IN INCORPORATING HIGHER-ORDER THINKING SKILLS IN READING CLASSES

Các tác giả

  • Yen Nuong Thi Nguyen Hoa An High School, Vietnam
  • Huan Buu Nguyen Can Tho University, Vietnam

DOI:

https://doi.org/10.46827/ejel.v7i4.4393

Từ khóa:

reading, higher-order thinking skills (HOTS), strategies

Tóm tắt

Higher-order thinking skills (HOTS) have been mentioned in education including teaching and learning English as a foreign language in Vietnam. However, how to integrate HOTS into teaching, particularly reading skill, has been one of the greatest concerns of EFL high school teachers in the current context. Therefore, the study was carried out to explore teachers’ strategies for incorporating HOTS in reading classes. Questionnaires, classroom observations, and semi-structured interviews were employed to collect data from eighty high school teachers. The findings of the research indicate that the strategies for applying HOTS in reading were playing games, making predictions, modeling, structuring the classroom, asking questions and giving feedback. Pedagogical implications for teachers and school administrations are presented.

 

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Tiểu sử tác giả

  • {affiliation}

    Yen Nuong Thi Nguyen is a teacher of English at Hoa An High School, Vietnam. She is currently an MA student at Can Tho University. Her research interests include reading skills and teaching methodologies.

  • {affiliation}

    Huan Buu Nguyen is an Associate Professor, School of Foreign Languages, Can Tho University, Vietnam. His research interests include teachers’ beliefs, teacher change, active learning, ESP, and curriculum planning.

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Lượt tải xuống

Đã Xuất bản

2022-08-03

Số

Tập 7 Số 4 (2022)

Chuyên mục

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