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Type :thesis
Subject :LB Theory and practice of education
Main Author :Rhashvinder Kaur Ambar Singh
Title :A case study of students and teachers' perceptions of the use of a higher order thingking skills module for teaching writing to weak ESL learners
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2019
Notes :with cd
Corporate Name :Universiti Pendidikan Sultan Idris
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Abstract : Universiti Pendidikan Sultan Idris
The  aim  of  this  study  was  to  investigate  the  higher  order  thinking  skills  (HOTS) strategies  used  by  the  ESL  teachers  to  teach  writing  using  the  module  developed.  Analysis of ESL students’ performance was carried out after using the module. This study also  analysed the teacher’s and students’ perception of using the HOTS module developed  for  teaching   writing  to  weak  learners  in  selected  national  schools  in Malaysia. The HOTS module was  developed based on Bloom’s Taxonomy focusing on cognitive as the main domain of learning. The  activities in the module were developed based  on  the  themes  stipulated  in  the  English   language  curriculum.  A  qualitative approach with a case study design was used for this study.  Two ESL teachers from Kedah and Johor were chosen using snowball sampling method as studied  subjects. Classroom observations, semi-structured interviews for ESL teachers, focused group  interview for ESL students and document analysis were used to collect data. Thematic analysis was  used to analyse the classroom observations and interviews. Classrooms observations  were  made  to   investigate  the  teachers’  strategies  to  incorporate  higher order  thinking  skills  using   the  module  developed  to  teach  writing.  Teachers  and students’ interviews were carried out to  ascertain their response towards the strategies and  use  of  the  higher  order  thinking  skills   module  to  teach  writing.  The  findings revealed that the mean score for the students in Kedah  increased from 3.63 to 6.94 and for  students  in  Johor  it  increased  from  10.0  to  16.9   after  using  the  HOTS  module developed. The analyses of the interviews showed that the teachers  preferred using the module as they were able to integrate the higher order thinking skills  strategies to teach writing. Students expressed that their writing improved after they were exposed  to the higher  order  thinking  skills  strategies  and  module  used  by  their  teachers.  The  pedagogical implications for this study is adopting higher order thinking strategies in the  form   of  writing  module  in  the  ESL  classrooms  for  teaching  and  learning  is practicable  


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