Effect of Instructions in Course Book Tasks on Promoting Higher-Order Thinking Skills

Autor/inn/en	Alshaiji, Hanoof Khalid; Al-Saeed, Shaima Jamal
Titel	Effect of Instructions in Course Book Tasks on Promoting Higher-Order Thinking Skills
Quelle	In: English Language Teaching, 14 (2021) 12, S.218-226 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Textbooks; Curriculum Development; Social Change; Critical Thinking; Instructional Materials; Foreign Countries; Thinking Skills; English (Second Language); Second Language Learning; Second Language Instruction; Curriculum Design; Language Teachers; 21st Century Skills; Lesson Plans; Cognitive Ability; Taxonomy; Higher Education; Kuwait + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sozialer Wandel; Kritisches Denken; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ausland; Denkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrplangestaltung; Language teacher; Sprachunterricht; Lesson planning; Unterrichtsplanung; Taxonomie; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	As stakeholders of educational systems, teachers are urged to participate in social change through the implementation of critical thinking skills into the educational setting. English language teaching has primarily focused on critical thinking, particularly in the recent years. Therefore, teachers are required to examine their teaching materials to ensure that they meet the needs of the 21st century. This study investigates the extent of implemented higher-order thinking skills using revised Bloom's taxonomy. It examines tasks in course books used at the College of Technological Studies at the Public Authority of Applied Education and Training in Kuwait. The course books examined are Tech Talk at the elementary, pre-intermediate, and intermediate levels. The findings of this study prove that most of the tasks in the sample chosen encourage students' lower cognitive skills. Therefore, syllabus and material designers and teachers should include tasks that foster higher-order cognitive skills. The results are expected to serve as reference for direct language teachers when planning lessons in their course book adaptation and with curriculum development. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01