UPSI Digital Repository (UDRep)
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Abstract : Perpustakaan Tuanku Bainun |
The main aim of the study is to investigate the implementation of Higher Order Thinking Skills (HOTS) in a blended EFL reading classroom. The objectives are to examine teachers_ strategies for incorporating HOTS in teaching reading via blended learning, explore the influencing factors on teachers_ incorporation of HOTS as well as students_ responses, and propose guidelines for incorporating HOTS in teaching reading via blended learning in the Chinese EFL context. A qualitative research design was employed, specifically, a case study of an English as a Foreign Language (EFL) teacher and six students. Data were collected utilizing classroom observation, semi-structured interviews, and document analysis. Data obtained from the classroom observation and semi-structured interviews were analysed using thematic analysis, and data from the document analysis was analysed using content analysis. The findings revealed that factors such as the teaching environment, application of Chaoxing, elements of HOTS, teacher_s pedagogical beliefs, and students_ factor influence the incorporation of HOTS. Notable findings reported that the integration of HOTS in the blended classroom improved student reading comprehension and fostered active learning. Based on these findings, a guideline for incorporating HOTS in the blended EFL reading classroom was proposed, providing valuable insights for curriculum developers, course designers, and language teachers. The conclusion of this study suggested the significance of constructivism theory in informing the application of HOTS in language teaching, offering a foundational framework for understanding their implementation. The study implicates both practical application and theoretical foudations, advancing the understanding and practice of Higher-Order Thinking Skills (HOTS) into blended EFL reading instruction. |
References |
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