Higher-order thinking in foreign language learning

• Autor(a) principal: Bastos, Ascensão
• Data de Publicação: 2017
• Outros Autores: Ramos, Altina
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/1822/49467
• topic: Cognitive Tools; Higher-Order-Thinking; Self-Regulation Process; Transfer; YouTube videos; Ciências Sociais::Ciências da Educação

A project is being conducted in English as a foreign language (EFL), involving eleventh graders in formal and non-formal learning contexts, in a Portuguese high school. The goal of this study is to examine the impact of cognitive tools and higher-order thinking processes on the learning of EFL and achievement of larger processes oriented to action, involving problem solving, decision-making and creation of new products. YouTube videos emerge as cognitive tools in the process. Final results show major differences concerning learners’ achievements. Learners have developed higher-order processes oriented to action, in particular their ability to learn, to transfer the skills developed to different contexts and apply them effectively in EFL communicative situations. This paper discusses: a) major theories that support the integration of cognitive tools and thinking processes within the curriculum, focussing on the English language learning; b) some of the activities and materials; c) the final findings.