Higher order thinking skills in graduating BENL students' reflection writing /
The aim of this study is to find the evidence of Higher Order Thinking Skills in final year BENL students' reflection writing. Some students are not able to think critically and creatively due to lack of thinking skills. There is a dearth of research on reflection writing in promoting HOTS i...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
Kuala Lumpur :
Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia,
2018
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| Subjects: | |
| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/6510 |
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| Summary: | The aim of this study is to find the evidence of Higher Order Thinking Skills in final year BENL students' reflection writing. Some students are not able to think critically and creatively due to lack of thinking skills. There is a dearth of research on reflection writing in promoting HOTS in the context of language learning. A framework developed by Cuppernull, Marquez, Confessore and Greenberg (2004) based on Bloom's Original Taxonomy is adapted in this study to analyze the level of higher order thinking skills in BENL students' groups' reflection writing. However, instead of using the Original Taxonomy (OT) this study uses the Revised Taxonomy (RT) by Anderson et al. (2001). Data are collected from two undergraduate classes of final year BENL students. A total of 120 reflection writing was analysed to find the evidence of HOTS, the frequency of each level of HOTS and the questions in the reflection writing that generate the highest application of third level of HOTS. This study finds that a majority of the students possess Level I which is the lower level of HOTS that enables the students to state, to discuss, to recall, to describe and to memorize. The findings from this study provides empirical evidence that shows the value of HOTS through reflection writing and at the same time support the policy written in the Malaysia Education Blueprint to apply HOTS in the curriculum. |
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| Physical Description: | xiii, 85 leaves : colour illustrations ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 63-74). |