English classes as scenarios for higher thinking and autonomy
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Published:
Feb 18, 2021
Keywords:
SMART goal-setting, HOTS, speaking, autonomy, TEFL
Main Article Content
Abstract
This paper outlines the preliminary findings of a research project on the implementation of SMART (Specific, Measurable, Achievable, Realistic, and Time based) goals in TEFL (Teaching English as a Foreign Language) settings in order to foster Higher Order Thinking Skills (HOTS). This study was carried out at Universidad Santo Tomás (Villavicencio-Colombia) under the framework of the qualitative research approach, and the action research cycle was implemented. Thus, the instruments used to collect data were students’ journals, a speaking rubric and a survey. The results show that the sample population (sixth semester law students) became quite skilled in analyzing, evaluating and creating based on the study of current problematics. Furthermore, they took the first steps toward a more elaborate speaking performance, and advanced along the path toward autonomy.
Article Details
How to Cite
Herreño Contreras, Y. A. (2021). English classes as scenarios for higher thinking and autonomy. Shimmering Words: Research and Pedagogy E-Journal, 10, 99-112. Retrieved from http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/2106
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References
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Georgia State University. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1080303.pdf
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Presmeg (eds.), Compendium for early career researchers in mathematics Education. ICME-13
Monographs. Springer, Cham. Retrieved from: https://doi.org/10.1007/978-3-030-15636-7_4
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Wijetunge, T. (2019). Promoting speaker autonomy and language confidence through Bloom’s taxonomy-based lessons. Proceedings of the International Conference on Future of Education, 2(1), 73-84. Retrieved from:https://doi.org/10.17501/26307413.2019.2108
Addison Wesley Longman.
Ariza Ariza, J. A. (2008). Unveiling students’ understanding of autonomy: puzzling out a path to learning beyond the EFL classroom. PROFILE Issues in Teachers` Professional Development, (10), 47-74. Retrieved from: http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902008000200004&lng=en&tlng=en.
Bloom, B., Engelhart, M., Furst, E, Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives. The classification of educational goals. Handbook I: cognitive domain. David McKay.
Buendía Arias, X. P. (2015). A comparison of Chinese and Colombian university EFL students regarding learner autonomy. PROFILE Issues in Teachers’ Professional Development, 17(1), 35-53. Retrieved from: http://dx.doi.org/10.15446/profile.v17n1.41821.
Burns, A. (2009). Action research in second language teacher education. In A. Burns & J. C. Richards (eds.), The Cambridge guide to second language teacher education (pp. 289-297). Cambridge.
Chen, M. (2016). Theoretical framework for integrating higher-order thinking into L2 speaking. Theory and Practice in Language Studies, 6(2). 17-226. Retrieved from: http://dx.doi.org/10.17507/tpls.0602.01.
Cirocki, A. (2016). Developing learner autonomy through tasks: theory, research, practice.
Lingua Books.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
De Silva, R. (2014). Rubrics for assessment: their effects on ESL students’ authentic task
performance. [Conference]. 4th CELC Symposium. Alternative Pedagogies in the English Language & Communication Classroom, Singapore, National University of Singapore. Retrieved from: http://www.nus.edu.sg/celc/research/books/4th%20Symposium%20proceedings/19).%20
Radhikda%20De%20Silva.pdf
De Vaus, D. (2014). Surveys in social research. 6th ed. Routledge.
Ghanizadeh, A. (2017). The Interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education.
High Educ, 74. 101–114. Retrieved from: https://doi.org/10.1007/s10734-| 016-0031-yGlaser, B., & Holton, J. (2004). Remodeling grounded theory. Forum: Qualitative Social Research, 5(2), Article 4.
Glaser, B., & Strauss, A. (1999). The discovery of grounded theory. Strategies for qualitative
research. Aldine Transaction.
Lazarus, A. (2004). Reality check: is your behavior aligned with organizational goals? The Physician Executive, 30(5). 50-52.
Lewis, A., & Smith, D. (1993). Defining higher order thinking. Theory Into Practice, 32 (3), 131-137.
Mills, G. E. (2003). Action research: a guide for the teacher researcher: Merrill/Prentice Hall.
Pineda, D. (2014). The feasibility of assessing teenagers’ oral English language performance with a rubric. PROFILE Issues in Teachers’ Professional Development, 16(1), 181-198. Retrieved from:https://revistas.unal.edu.co/index.php/profile/article/view/43203/44484.
Rubin, J. (2015). Using goal setting and task analysis to enhance task-based language learning
and teaching. [Conference]. SCOLT, Decatur,
Georgia State University. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1080303.pdf
Moeller, A., Theiler, J., & Wu, C. (2012). Goal setting and student achievement: Alongitudinal study. The Modern Language Journal, 96(2), 153-169. Retrieved from: https://www.jstor.org/stable/41684067?seq=1
Vollstedt M., & Rezat, S. (2019) An introduction to grounded theory with a special focus on axial coding and the coding paradigm. In G. Kaiser & N.
Presmeg (eds.), Compendium for early career researchers in mathematics Education. ICME-13
Monographs. Springer, Cham. Retrieved from: https://doi.org/10.1007/978-3-030-15636-7_4
Walton D. (2018). Legal reasoning and argumentation. In G. Bongiovanni.,
G. Postema., A. Rotolo., G. Sartor., C. Valentini., & D. Walton (eds.), Handbook of legal reasoning and argumentation. Springer, Dordrecht. Retrieved from: https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1007/978-90-481-9452-0_3
Wijetunge, T. (2019). Promoting speaker autonomy and language confidence through Bloom’s taxonomy-based lessons. Proceedings of the International Conference on Future of Education, 2(1), 73-84. Retrieved from:https://doi.org/10.17501/26307413.2019.2108