Teaching Strategies to Develop Higher Order Thinking Skills in English Literature

Abstract

Finding out how ESL educators foster students' capacity for higher-order thinking in the
context of English literature is the overarching goal of this research. This research made
use of a case study methodology and a qualitative technique. Data was gathered via
document analysis, classroom observations, and semi-structured interviews. A purposive
sample technique was used to choose three educators. Thematic analysis was used to
examine the interview data and classroom observations. Teachers' use of HOTS features in
literary lessons for students with high English proficiency levels is more prevalent than in
lessons for students with lower levels of proficiency, according to the results. Teachers'
preconceived notions about HOTS, lack of time to prepare for the lesson, and students'
inadequate language skills are some of the obstacles that ESL instructors have while
attempting to teach HOTS. This study's pedagogical implications suggest that educators
should get training on how to include HOTS into literature classes.