Promoting Students’ Higher-Order Thinking Skills Through Teacher’s Feedback in an EFL Classroom

DOI

10.2991/assehr.k.210427.072How to use a DOI?

Keywords

Feedback, higher-order thinking skills, hots-based feedback

Abstract

Higher-Order Thinking Skills (HOTS) has been mandated in the 2013 Curriculum in Indonesia. Despite a growing number of studies on how HOTS and the 2013 Curriculum are interrelated, only a few studies on how students particularly in a lower level of education have reported their classroom experience with HOTS especially with the help teacher’s feedback. Therefore, this study aims at revealing how to promote students’ higher-order thinking skills through teacher’s feedback. A qualitative research was employed to investigate the phenomenon and one English teacher, and 31 students were involved as participants who were observed and interviewed. The findings showed that teacher implemented four models when assisting students in increasing their HOTS: (1) discussing students’ reasoning; (2) providing feedback which functions as scaffolding; (3) offering feedback to students’ responses with praise along with “what” questions; and (4) giving suggestions for the students’ improvement transformed into challenges.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ris Ariska
AU  - Gin Gin Gustine
AU  - Sri Setyarini
PY  - 2021
DA  - 2021/04/28
TI  - Promoting Students’ Higher-Order Thinking Skills Through Teacher’s Feedback in an EFL Classroom
BT  - Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)
PB  - Atlantis Press
SP  - 471
EP  - 478
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210427.072
DO  - 10.2991/assehr.k.210427.072
ID  - Ariska2021
ER  -