The Cognitive Thinking Levels Demanded in the Tasks in the Coursebook Global Level 1 (A2)


Authors : Kaung Myat San.

Volume/Issue : Volume 4 - 2019, Issue 1 - January

Google Scholar : https://goo.gl/DF9R4u

Scribd : https://goo.gl/vLzbFi

Thomson Reuters ResearcherID : https://goo.gl/KTXLC3

Nowadays, it is the responsibility of teachers and educators to integrate 21st century skills including critical thinking into lessons to help students survive in the challenging world. The present study aimed to motivate teachers in Myanmar to incorporate thinking skills into their lessons while using a coursebook. The study investigated the levels of thinking skill that instructions for the activities called for in the coursebook global Level 1(A2), the Myanmar version. The instructions given in the coursebook global Level 1(A2) were gathered, analysed and categorized in conformity with the cognitive process dimension in Bloom’s Revised Taxonomy (2001). The results of the study revealed that 68.29 % of 776 instructions called for lower level thinking whereas 31.71% of them demanded higher level thinking skills. The study highlighted that teachers in ELT context as well as teachers of all respective disciplines and educators in Myanmar to pose questions or give instructions, provoking critical thought. It will promote students’ thinking and problem solving skills in any teaching context to nurture students to be able to cope with the challenges in the real world.

Keywords : Critical Thinking, Cognitive Process, Bloom’s Revised Taxonomy (2001), Coursebook Global Level 1(A2).

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