Figure - uploaded by Marzni Mohamed Mokhtar
Content may be subject to copyright.
Source publication
Abstract. This study was conducted to examine how teachers carried out teaching and learning (T&L) based on higher-order thinking skills (HOTS) in the process of argumentative essay writing. To obtain a holistic overview of the methods used by teachers in T&L, a qualitative case study approach was being employed as the research design of this study...
Contexts in source publication
Context 1
... simulations were conducted to train and provide a platform for students to come up with ideas and defend them before they were formulated in full essay form. Table 2 shows the research findings of how the teachers conducted simulation competitions in the classroom. Little refute, we place as a second. ...Context 2
... simulations were conducted to train and provide a platform for students to come up with ideas and defend them before they were formulated in full essay form. Table 2 shows the research findings of how the teachers conducted simulation competitions in the classroom. Little refute, we place as a second. ...Similar publications
It is a necessity for teachers to develop higher-order thinking skills (HOTS) into learning and facilitation (hereafter known as LaF) processes implemented in the classroom. Teachers should carefully balance the content of knowledge or knowledge they wish to convey and then integrate with other skills, especially HOTS. This research set out to exam...
Citations
... Such findings align with Latifi et al. (2021), who showed that online peer feedback significantly enhances argumentative writing, particularly when supported by structured educational tools. Furthermore, Mokhtar, Jamil, Yaakub, and Amzah (2020) identified debates as an effective strategy for fostering higher-order thinking skills during essay writing, reinforcing the importance of interactive methods in argumentative instruction. Collectively, these studies underscore the critical role of gendersensitive pedagogical strategies and technology integration in enhancing argumentative writing skills, particularly in diverse educational settings. ...
... Debate is also considered as a powerful pedagogical tool to enhance learners' critical thinking skills and used in diverse disciplines such as psychology (Budesheim & Lundquist, 1999), medicine (Koklanaris et al., 2008), political science (Omelicheva, 2005), marketing (Roy & Macchiette, 2005), accounting (Camp & Schnader, 2010), science & technology (Ganapathy et al., 2017;Scott, 2008;Sulaiman et al., 2017). Moreover, debate is applied as a useful strategy in language teaching and learning (Iman, 2017;Liu et al., 2015;Mirra et al., 2016;Mokhtar et al., 2020;Rashtchi & Sadraeimanesh, 2011;Rosalina & Sundari, 2022;Sopiani & Said, 2019), as well as in teacher education (Yang & Rusli, 2012), to enhance critical thinking skills, however the impact of implementing debate as a pedagogical tool in speaking classes on enhancing graduates' higher order thinking skills is relatively limited. There has been little quantitative analysis of the impact of using debate in speaking classes, but no qualitative research has hitherto been conducted to explore the impact of implementing debate as a pedagogical tool on enhancing higher order thinking skills at university level. ...
Developing higher order thinking skills is extremely important for the 21st century graduates. Moreover, students should be really critical, creative, and innovative in solving problems in their academic and professional lives. Understandably, this paper aims to explore the EFL teachers' perceptions about the impact of implementing debate as a pedagogical tool on enhancing undergraduates' higher order thinking skills in the context of Bangladesh. This research employed a case study approach. Purposeful sampling was adopted to gather data from information rich cases. The data were collected from five EFL teachers through structured interviews. Moreover, the teacher-researcher collected the observation data during the whole semester while he was teaching the course. The researcher also collected documents with a view to triangulating the data. The findings show that debate is a very powerful instrument for developing higher order thinking skills. Both teachers and students enjoy debates and consider them helpful for developing students' higher order thinking skills.
... Learning that prioritizes critical thinking and creative thinking skills will be able to make learning more competitive. The important point in developing worksheets based on case-based learning is the relationship between the cases discussed and the various questions asked to students (Fujii, 2016;Mokhtar et al., 2020;Suwono et al., 2017). The questions asked must be relevant to the student's condition and student characteristics. ...
Blended learning is learning that is a mixture of online and offline in class that must improve with innovation. Blended learning can be implemented using various learning tools that are integrated with learning models, one of which is the case-based learning model. This research aims to develop student worksheets for blended learning (SW-Blend) based on the case-based learning model. The method used in this research is research and development (R&D) with an approach using the ADDIE development stages. The implementation of this research will be in future research. The results of this research are that according to the results of the initial analysis, 90% of respondents have used a learning management system, 38.57% have not used problem-based student worksheets, and 42.57% still rarely use case-based learning. The validation results of the SW-Blend that have been developed are categorized as very valid so they are suitable for use in learning. Learning using blended learning is very important to be implemented using learning tools, in this case, SW-Blend based on case-based learning to improve students' critical thinking skills.
... Researchers have identified the nature of the pedagogical roles of online instructors as 1) Facilitating understanding of critical concepts, principles and skills (Berge, 1995); 2) Encouraging knowledge-sharing and knowledgebuilding through interactive discussions, designing a variety of educational experiences, providing timely, high quality and formative feedback, and referring to external resources or experts (Ashton, 1999;Bonk, 2001;Qadir &Farooq, 2018;Bouton & Asterhan, 2021); 3) Facilitating higher order thinking (Cumming, 2000as cited in Umar & Rathakrishnan, 2012Bonk, 2004;Salmon, 2000;Lee, 2014;Mokhtar et al., 2020); 4) Developing the metacognitive skills such as goal-setting, self-monitoring, evaluation, selfmotivating and self-direction (Heuer, 2004;Powers, 2000); 5) Constructing a self-directing collective that harness students to work together in order to alleviate their academic issues; 6) Establishing a learning environment which constructs warm interpersonal relationships among students throughout the academic and social activities (Ashton & Webb, 1986 as cited in Putney & Broughton, 2011). ...
... However, the focus of Hafez and Salah El-Din's study (2021) One study adopted a cross-sectional descriptive method with a qualitative and quantitative design; Hafez and Salah El-Din (2021). One study was a qualitative case study- Mokhtar et al. (2020). One study conducted quantitative content analysis-Lee (2014). ...
... The study ofBoa et al. (2021); andHeuer and King (2004) were conducted in online course settings. The studies ofMokhtar et al. (2020) andUmar and Rathakrishnan (2012) invested research in secondary education while the study ofShahin (2021) was interested in middle school.The studies ofHafez and Salah El-Din ( 2021);Liu et al. (2005);Bonk et al (2004); ...
The present study aims to help online teachers in the Egyptian context identify their pedagogical roles by identifying the actual practiced roles, factors that facilitate undertaking these roles, and recommendations based on previous studies. Therefore, this present study sought to investigate the pedagogical roles of English language school teachers in online settings. A desktop research study was carried out to address three variables: the pedagogical roles of online teachers, challenges encountering online teachers, and competencies to handle these challenges and to better perform these pedagogical roles. A review of the literature was conducted, classifying studies based on the study variables. Ethical consideration of secondary research selection was presented as well. Results revealed that postgraduate and tertiary education overtook research, followed by secondary education and then middle school and primary education. Foreign studies have thoroughly investigated the pedagogical roles of online teachers, whereas the Egyptian studies evaluated the online experience as a whole. It was recommended that further research be conducted to investigate other peripheral roles of online teachers in Egypt as well as tackle different educational stages in the Egyptian context. Finally, a set of pedagogical implications was proposed.
Keywords: Pedagogical roles, online teachers, online settings
... In this context, ChatGPT can assist students with outline preparation, content revision, proofreading and post-writing reflection (Su, Lin, & Lai, 2023). Besides, argumentative writing can be a useful strategy to develop students' higher order thinking skills (Mokhtar, Jamil, Yaakub, & Amzah, 2020;Nejmaoui, 2018) A few examples of these skills include advanced cognitive abilities such as critical thinking and problem solving. In the context of higher education, equipping students with these skills is essential for academic and real-world challenges. ...
ChatGPT presents significative potential as a versatile tool for foreign language learning, particularly for improving reading and writing skills, so in the context of higher education, it is important to find out how to take advantage of it, especially for argumentative writing, which involves a higher-order thinking skill.To explore the practicality and benefits of integrating ChatGPT into the pedagogical framework, a quantitative study was conducted involving 38 undergraduate Tourism students.The central focus of the investigation is to gauge their perceptions of ChatGPT as a supplementary tool for English language learning. This is assessed through their experiences engaging in discussions with the chatbot.The results of the study reveal that students not only find ChatGPT to be a valuable asset in their English language learning journey but also recommend its use within the classroom setting. The positive feedback underscores the potential of ChatGPT as an effective aid in language acquisition.Research shows that the use of Chat CPT can bring numerous advantages but requires careful consideration of ethical and academic principles, so a few suggestions are given in this context.Objective: to describe Tourism students’ perception on the use of AI for English language learning.Methods: online questionnaire (quantitative data)Results: Students were generally satisfied with the use of Chat GPT and recommend its use.Conclusions: Other studies regarding the use of chatbots for foreign language learning show similar results. Regarding ethical issues, educators should plan activities thoroughly and provide guidelines for students by also discussing the potential benefits and risks of Chat GPT.
... As a result, awareness is the key point that should be paid attention to (Lim & Chung, 2021). It is important to say that critical thinking is the paradigm for seeing an issue in an open mind and ready to welcome any changes (Mokhtar et al., 2020). When critical thinking is related to an argumentative essay, this essay should be completed with such skill because the features of an argumentative essay are not sufficient to represent critical thinking skills themselves. ...
... The features of an argumentative essay are wellresearched, accurate, detailed, and current information to support the thesis statement and consider other points of view; the characteristics of critical thinking skills are creativity, curiosity, open-mindedness, decision-making, inference, analytic reasoning, logical reasoning, objectivity, and introspection. Either an argumentative essay or critical thinking features contribute toward the success of a good essay (Shahriari & Shadloo, 2019;Mokhtar et al., 2020;Ma & Li, 2022a). Therefore, writing an argumentative essay with critical thinking skills helps to make clear and detailed discussion, analysis, and interpretation of a text. ...
This study aims to assess strategies of performing critical thinking in an argumentative essay to a number of selected scientific articles. The method used is descriptive with a qualitative approach with systematic literature review. Manual coding is used to map and get the relevant data to tabulate; content analysis is used to analyze the data. The result study says that critical thinking used in writing argumentative essay is effected by the experience of writing, background of knowledge of the author, and the awareness to respond to the issue. Consequently, the sharpness of the argumentative essay with critical thinking for each author is different.
... As stated by Mispani et al. (2021), that the questions in learning in tertiary institutions are not yet HOTS-based so this is a challenge for a lecturer to analyze this situation. Therefore, it becomes a challenge for lecturers to analyze such a situation (Mokhtar et al., 2020;Sekwena, 2023). Purwasih (2020) and Ibrahim et al. (2020) also explained that they have weaknesses in preparing HOTS questions, one of which is the lack of knowledge and low universities' expectations of religious learning materials. ...
We are very happy to publish this issue of the International Journal of Learning, Teaching and
Educational Research. The International Journal of Learning, Teaching and Educational Research is a
peer-reviewed open-access journal committed to publishing high-quality articles in the field of
education. Submissions may include full-length articles, case studies and innovative solutions to
problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for
accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is
composed of renowned people from across the world. Each paper is reviewed by at least two blind
reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
... As stated by Mispani et al. (2021), that the questions in learning in tertiary institutions are not yet HOTS-based so this is a challenge for a lecturer to analyze this situation. Therefore, it becomes a challenge for lecturers to analyze such a situation (Mokhtar et al., 2020;Sekwena, 2023). Purwasih (2020) and Ibrahim et al. (2020) also explained that they have weaknesses in preparing HOTS questions, one of which is the lack of knowledge and low universities' expectations of religious learning materials. ...
Higher order thinking skills are an important element in facing the challenges of the 21st century. The application of higher order thinking skills in religious materials has been a significant concern. However, the lack of knowledge about the importance in religious learning has not been widely studied, especially in lecturers perception. This present study examined the lecturers' perceptions of implementing higher order thinking skills and the relevance to student academic performance in online learning. It employed a descriptive quantitative approach and engaged 33 lecturers and 63 students selected using a purposive sampling technique. All respondents who were involved consciously agreed to become research participants. Furthermore, the data collection instrument used a Likert scale consisting of 11 statements, documentation of test questions used in learning, and student learning outcomes. Instrument validation involved two experts with a reliability score above 0.7 and was declared valid. The learning outcomes instrument uses questions at the end of the semester for lecturers in Islamic education courses. Data were analyzed using SPSS 25. The results showed that 65.3% of lecturers applied higher order thinking skills in making question items. However, the document analysis showed contradictory data in which the items were categorized as lower order thinking skills, in line with students' low learning outcomes of 55.56%. These findings indicated a discrepancy between religious lecturers knowledge and higher education expectations for students of religious education programs. This research contributes to the development of higher order thinking skills concept in online learning practices.
... In the argumentative genre, writers typically need to present a thesis statement that can clearly articulate an argument, supported by relevant evidence. The argumentative genre requires rhetorical skills that are more complex than the descriptive genre (Mokhtar et al., 2020;Wingate, 2012), and in the case of this study, learners performed well. This can be observed through the production of longer sentences, and more clauses embedded in independent clauses, which resulted in more complex sentence structures in their post-test writing. ...
This study investigated the effects of online collaborative writing and writing contributions in Google Docs of 35 Asian EFL university learners in a composition course. Data were collected from students’ pre- and post-test writing, two extended online collaborative tasks: writing descriptive and argumentative essays, and student reflections. Students’ writing performances were assessed using Jacobs et al.’s (1981) composition analytic scoring rubric. Paired sample t-test analysis showed that academic writing performance significantly increased after participating in two extended collaborative writing tasks. Learners developed more extended written texts and texts were more accurate in the post-test writing. Furthermore, Pearson correlation coefficient (Pearson’s r) analysis showed that learners’ text contributions, their use of writing change functions and language functions during the collaborative process was positively correlated with their post-writing performance. This study supports the notion of writing as an exploratory and recursive process, but not linear.
... Klein & Boscolo, 2016). This could be due to the nature of argumentation which requires high-cognitive processing and higher-order thinking skills (Barak & Dori, 2009;Kuhn, 1992;Mokhtar et al., 2020). Writing a good argumentative essay involves students' highlevel cognitive processing (Medimorec & Risko, 2017;Mohsen, 2021). ...
This study adopted a pre-test–post-test design to explore genderdifferences in argumentative essay writing and peer reviewperformance and uptake within a higher education context. To do this,as part of a bigger project, 101 students were asked to individuallywrite an argumentative essay, engage in peer review activities andrevise their original essay based on the received reviews from peers.The findings showed that female students perform better than malestudents in argumentative essay writing in terms of taking a position onthe topic. Gender differences were also found in peer reviewperformance, where females provided better justifications for identifiedproblems in peer review, more constructive reviews and higher qualitypeer review than males. The findings also revealed that although therewas no gender difference in overall peer review uptake, females uptakeof peer review resulted in improvement of their arguments against theposition in the revised essay. These findings suggest that gender playsa significant role in argumentative essay writing, peer reviewperformance and uptake of the received reviews from peers.Recommendations for future research along with how to deal withthese gender differences in educational practice in online settings areprovided based on the findings.
(PDF) Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments. Available from: https://www.researchgate.net/publication/358447686_Gender_differences_in_students%27_argumentative_essay_writing_peer_review_performance_and_uptake_in_online_learning_environments [accessed Feb 23 2022].
