DESIGNING TASKS TO PROMOTE HIGHER‑ORDER THINKING IN LANGUAGE CLASSROOMS
Article Sidebar
Main Article Content
Abstract
This article explores effective ways of designing language learning tasks that activate higher-order thinking skills (HOTS) such as analysis, evaluation, and creation, especially in A2–B1 classrooms. By using Bloom’s Taxonomy and the Task-Based Learning (TBL) framework, this paper shows how encouraging students to think critically and creatively while using language can lead to more meaningful learning and better communication skills. The paper also offers practical examples of classroom activities and strategies that help teachers support students in developing higher-order thinking skills step by step.
Article Details
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Mrah, I. (2017). Developing higher-order thinking skills in Moroccan EFL textbooks. Journal of English Language Teaching and Linguistics, 2(3), 202–215.
Sholeh, M. B., & Bahri, S. (2020). Integrating higher-order thinking skills in EFL classrooms through task-based instruction. International Journal of Higher Education, 9(4), 68–75.
Willis, J., & Willis, D. (2007). Doing task-based teaching. Oxford University Press.