Promoting HOTs through Cognitive Strategies:  A Case of Kazakhstani Pre-Service Teachers

Madina  Ashirimbetova; Dana  Shayakhmetova; Brent M.  Davis

doi:10.36941/jesr-2024-0126

Authors

Madina Ashirimbetova SDU University, Kazakhstan
Dana Shayakhmetova Abay Kazakh National Pedagogical University, Kazakhstan
Brent M. Davis American University of Health Sciences, USA

DOI:

https://doi.org/10.36941/jesr-2024-0126

Keywords:

Higher-Order Thinking skills, cognitive strategies, pre-service teachers, quasi-experimental, mixed method

Abstract

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).

Received: 6 June 2024 / Accepted: 17 August 2024 / Published: 05 September 2024