Promoting HOTs through Cognitive Strategies: A Case of Kazakhstani Pre-Service Teachers
Ashirimbetova M. Shayakhmetova D. Davis B.M.
September 2024Richtmann Publishing Ltd
Journal of Educational and Social Research
2024#14Issue 5127 - 141 pp.
This article investigates the impact of cognitive strategies application on the Higher-Order Thinking skills development process of the future English language teachers. Higher-order thinking skills (HOTs) are defined as a set of cognitive processes extended beyond facts memorization, and involving more complex mental activities. A quasi-experimental mixed-method approach was chosen for the research to explore various perspectives on this issue. The results indicate that cognitive strategies (Socratic questioning, creative problem-solving, metacognitive learning) have a positive impact on the development of pre-service teachers’ (n=52) HOTs (metacognition, creative problem-solving and critical thinking).
cognitive strategies , Higher-Order Thinking skills , mixed method , pre-service teachers , quasi-experimental
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SDU University, Kazakhstan
Abay Kazakh National Pedagogical University, Kazakhstan
American University of Health Sciences, United States
SDU University
Abay Kazakh National Pedagogical University
American University of Health Sciences
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