Higher order thinking skills, metacoqnitive awareness and self-efficacy in reading comprehension among Pakistani ESL learners

Effective reading comprehension relies on higher-order thinking and is crucial in this age of hyper-information and global communication. However, Pakistani ESL learners generally underperform in reading comprehension, but their higher order thinking skills (HOTS) and subskills have never been taxon...

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Main Author:	Aziz, Musharraf
Format:	Thesis
Language:	eng eng eng
Published:	2023
Subjects:	LB1025-1050.75 Teaching (Principles and practice)
Online Access:	https://etd.uum.edu.my/11341/1/depositpermission.pdf https://etd.uum.edu.my/11341/2/s903453_01.pdf https://etd.uum.edu.my/11341/3/s903453_02.pdf
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id	my-uum-etd.11341
record_format	uketd_dc
spelling	my-uum-etd.113412024-10-07T00:48:40Z Higher order thinking skills, metacoqnitive awareness and self-efficacy in reading comprehension among Pakistani ESL learners 2023 Aziz, Musharraf Mohd Rawian, Rafizah Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts And Sciences LB1025-1050.75 Teaching (Principles and practice) Effective reading comprehension relies on higher-order thinking and is crucial in this age of hyper-information and global communication. However, Pakistani ESL learners generally underperform in reading comprehension, but their higher order thinking skills (HOTS) and subskills have never been taxonomically modeled with diagnostic aims. In addition, studies on university learners’ higher order thinking skills (HOTS) are limited, and insufficient studies have investigated the moderating effects of metacognition and self-efficacy on the relationship between HOTS and reading performance. This study investigated Pakistani ESL learners’ HOTS in reading comprehension where Bloom’s taxonomy was used to model their strong and weak higher order thinking skills (HOTS). This study also evaluated the moderating effects of metacognitive awareness and self-efficacy on the relationship between HOTS and reading outcome. This study investigated Pakistani ESL learners’ HOTS in reading comprehension where Bloom’s taxonomy was used to model their strong and weak higher order thinking skills (HOTS). This study also evaluated the moderating effects of metacognitive awareness and self-efficacy on the relationship between HOTS and reading outcome. Under mixed-method research design, the quantitative data were collected from 200 learners using a tripartite reading test and two questionnaires while the qualitative data were gathered from six learners through think-aloud sessions. The quantitative data were descriptively and inferentially analyzed while the qualitative data were analyzed using thematic framework analysis. The findings revealed that the respondents’ three cognitive core processes and eight subprocesses of HOTS were weak. In processual skills, the respondents were deficient in analyzing texts, evaluating inconsistencies, and synthesizing textual input. Creating was the most contributive skill whereas Evaluating was the weakest skill. At subprocessual level, generating textual information was the strongest subskill whereas critiquing was the weakest subskill. Strategically, metacognitive awareness and self-efficacy significantly moderated the relationship between higher order thinking skills (HOTS) and reading performance. Apart from that, the qualitative analysis revealed deficiencies in the respondents’ textual analysis, inconsistency evaluation and information reconstruction. The learner skill model was similar in both genders however females outperform males in Creating skill while males outperform females in Analyzing and Evaluating skills. This study offers valuable implications for ESL teachers, learners, assessors, curriculum designers, washback strategists, policymakers and gender-specific institutions. 2023 Thesis https://etd.uum.edu.my/11341/ https://etd.uum.edu.my/11341/1/depositpermission.pdf text eng staffonly https://etd.uum.edu.my/11341/2/s903453_01.pdf text eng staffonly https://etd.uum.edu.my/11341/3/s903453_02.pdf text eng staffonly other doctoral Universiti Utara Malaysia
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng eng
advisor	Mohd Rawian, Rafizah
topic	LB1025-1050.75 Teaching (Principles and practice)
spellingShingle	LB1025-1050.75 Teaching (Principles and practice) Aziz, Musharraf Higher order thinking skills, metacoqnitive awareness and self-efficacy in reading comprehension among Pakistani ESL learners
description	Effective reading comprehension relies on higher-order thinking and is crucial in this age of hyper-information and global communication. However, Pakistani ESL learners generally underperform in reading comprehension, but their higher order thinking skills (HOTS) and subskills have never been taxonomically modeled with diagnostic aims. In addition, studies on university learners’ higher order thinking skills (HOTS) are limited, and insufficient studies have investigated the moderating effects of metacognition and self-efficacy on the relationship between HOTS and reading performance. This study investigated Pakistani ESL learners’ HOTS in reading comprehension where Bloom’s taxonomy was used to model their strong and weak higher order thinking skills (HOTS). This study also evaluated the moderating effects of metacognitive awareness and self-efficacy on the relationship between HOTS and reading outcome. This study investigated Pakistani ESL learners’ HOTS in reading comprehension where Bloom’s taxonomy was used to model their strong and weak higher order thinking skills (HOTS). This study also evaluated the moderating effects of metacognitive awareness and self-efficacy on the relationship between HOTS and reading outcome. Under mixed-method research design, the quantitative data were collected from 200 learners using a tripartite reading test and two questionnaires while the qualitative data were gathered from six learners through think-aloud sessions. The quantitative data were descriptively and inferentially analyzed while the qualitative data were analyzed using thematic framework analysis. The findings revealed that the respondents’ three cognitive core processes and eight subprocesses of HOTS were weak. In processual skills, the respondents were deficient in analyzing texts, evaluating inconsistencies, and synthesizing textual input. Creating was the most contributive skill whereas Evaluating was the weakest skill. At subprocessual level, generating textual information was the strongest subskill whereas critiquing was the weakest subskill. Strategically, metacognitive awareness and self-efficacy significantly moderated the relationship between higher order thinking skills (HOTS) and reading performance. Apart from that, the qualitative analysis revealed deficiencies in the respondents’ textual analysis, inconsistency evaluation and information reconstruction. The learner skill model was similar in both genders however females outperform males in Creating skill while males outperform females in Analyzing and Evaluating skills. This study offers valuable implications for ESL teachers, learners, assessors, curriculum designers, washback strategists, policymakers and gender-specific institutions.
format	Thesis
qualification_name	other
qualification_level	Doctorate
author	Aziz, Musharraf
author_facet	Aziz, Musharraf
author_sort	Aziz, Musharraf
title	Higher order thinking skills, metacoqnitive awareness and self-efficacy in reading comprehension among Pakistani ESL learners
title_short	Higher order thinking skills, metacoqnitive awareness and self-efficacy in reading comprehension among Pakistani ESL learners
title_full	Higher order thinking skills, metacoqnitive awareness and self-efficacy in reading comprehension among Pakistani ESL learners
title_fullStr	Higher order thinking skills, metacoqnitive awareness and self-efficacy in reading comprehension among Pakistani ESL learners
title_full_unstemmed	Higher order thinking skills, metacoqnitive awareness and self-efficacy in reading comprehension among Pakistani ESL learners
title_sort	higher order thinking skills, metacoqnitive awareness and self-efficacy in reading comprehension among pakistani esl learners
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2023
url	https://etd.uum.edu.my/11341/1/depositpermission.pdf https://etd.uum.edu.my/11341/2/s903453_01.pdf https://etd.uum.edu.my/11341/3/s903453_02.pdf
_version_	1813495770446299136

Higher order thinking skills, metacoqnitive awareness and self-efficacy in reading comprehension among Pakistani ESL learners

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