Using hots activities to improve essay writing for efl students at an international school = sử dụng các hoạt Động tư duy bậc cao Để cải thiện kỹ năng viết cho học sinh efl tại một trường quốc tế

Using HOTs activities to improve essay writing for EFL students at an international school = Sử dụng các hoạt động tư duy bậc cao để cải thiện kỹ năng viết cho học sinh EFL tại một trường quốc tế

INTRODUCTION

Rationale of the study

HOTs, encompassing skills like analysis, evaluation, and creation, plays a crucial role in personal development These cognitive processes encourage individuals to transcend basic understanding and memory, paving the way for innovative thinking and problem-solving abilities According to Bloom‟s taxonomy, HOTs involves the top three levels of the cognitive process: application, analysis, synthesis, and evaluation This framework suggests that engaging in such complex cognitive tasks empowers individuals to connect with and apply knowledge in varied, meaningful ways, thus fostering a deeper sense of personal efficacy Armstrong, P (2016)

Research supports the notion that developing higher order thinking skills is integral to achieving personal success and adaptability in an ever-changing world A study by Lewis and Smith (1993) found that students who engaged in higher order thinking were better able to apply learned knowledge to new situations, indicating a higher degree of cognitive and personal adaptability This capability is crucial for continuous personal growth and for navigating the complexities of modern life In essence, these skills enhance one‟s ability to critically assess information, make informed decisions, and creatively solve problems

Furthermore, higher order thinking directly contributes to more effective communication skills By analyzing and evaluating information, individuals learn to articulate their thoughts more clearly and persuasively This aspect of personal development not only improves interpersonal relationships but also enhances professional opportunities, as effective communication is highly valued in virtually every field The cultivation of higher order thinking skills is foundational to personal development It facilitates a deeper understanding of the world, nurtures problem-solving capabilities, and improves communication skills All of these benefits combine to help individuals lead more successful and fulfilling lives

Being proficient in English seems to be a daunting task as it requires learners to communicate efficiently both in spoken and written language The question raised to educators is to detect the teaching methods that are appropriate and accordance with learners‟ abilities to achieve the expected learning goals Over the past decades, implementing HOTs in education emerges has been proved as an effective way to train and improve students‟ thinking skills creatively and critically

In language learning and teaching, the application of HOTs is believed to enhance students‟ motivation, having a profound effect on the quality of learning in students and, also, they can deepen the process of understanding the concepts and solving the problems In Vietnam, the implementation of HOTs is supposed to help students reach their full potential Teachers in general and English teachers in particular have increasingly shown their preference to this kind of method teaching over others Especially in teaching essay writing, where students‟ cognitive skills are nurtured and bloom, HOTs serve as an important element that English teachers need to apply to foster a culture of critical, creative and innovative thinking for their students

However, there is a fact that productive skills in general, writing skills in particular tend to be neglected in Vietnamese mass education as they are not integrated in the GCSE Seen as the most complicated skill, writing poses an enormous challenge to students as “the development of writing requires the effective co-ordination, which is cognitive, linguistic, and psycho-motor processes” (Westwood, 2008) Writing is not as simple as putting words together, indeed, it is a premise for people‟s development in critical thinking, analytical skills, and cognitive abilities The diversified topics using in writing academic essays help students reflect their views about all fields of life like education, culture and social issues Important as it may be, monotonous writing lessons automatically attribute to unassertive students, the passive receivers of language knowledge rather than language construction The students, hence, do not have language capacity enough to express their ideas and opinions, which lead to the obstacles to improve students‟ writing and critically thinking

Having taught English for nearly 5 years, seeing the challenges faced by the

3 students in learning essay writing, the author has made a decision to carry out action research where she applied HOTs activities in teaching writing essay to her students with a strong desire of exploring the effective teaching method that works to both teachers and learners Her research is strongly inspired by numerous studies that show the positive effectiveness of the application of HOTs into teaching writing as it makes delivering the learners‟ idea and feelings in written form in a practical way With these outstanding hopes, the topic “Using HOTs activities to improve essay writing for EFL students at an international school” is of the researcher‟s great interest.

Aims of the research

This minor study was carried out to investigate the impacts of applying high- order thinking skills in teaching essay writing with a view to improving the current teaching writing practices More specifically, this paper aims to examine whether and how HOTs activities work in enhancing students‟ writing skills, what kinds of HOTs activities have the most significant effects on students‟ writing achievement as well as students‟ perceptions towards the use of HOTs In brief, the objectives are as follows:

- To investigate how the application of HOTs activities influences students‟ essay writing

- To identify students‟ preferences for HOTs activities used in English writing lessons.

Research questions

In order to fulfill the aims and the objectives as mentioned before, this action research focuses on answering the following questions:

Research question 1: How do HOTs activities influence students‟ essay writing? Research question 2: What are the students‟ preferences for HOTs activities in EFL classroom?

Method of the research

To fulfill the aforementioned research questions, the study follows the design of an action research study According to Allen & Calhoun (1998), action research provides an opportunity for educators to reflect on their own practices In fact, action research provides a means for teachers or educators in the schools to improve their practices of taking action and to do so by participating in research In this study, the researcher meant to examine the changes that HOTs activities brought about in enhancing students‟ writing capabilities and investigate the students‟ preferences for HOTs activities in their writing lessons

The researcher collected data by gathering multiple sources of data (quantitative and qualitative) and by using a variety of inquiry tools, such as interviews, questionnaires, tests, and teacher‟s and students‟ journals.

Scope of the Research

This study investigates teaching English essay writing through HOTs activities It focuses on teaching IELTS essay, especially argumentative writing Therefore, other aspects of writing are not considered in the study

The students who participated in this research is from an International School Therefore, the context of this research can be different from public schools in Vietnam.

Significance of the Research

The findings of this study are expected to gain both theoretical and practical significances as interpreted below

With regard to theoretical significances, the study will make a modest contribution in giving an interesting way of teaching and the readers‟ knowledge in writing argumentative essay though it by no means provides satisfying answers to the issue of teaching essay writing in EFL classroom However, the insights of the study are hoped to enrich the previous theories and research about teaching English, especially teaching writing skills

In terms of practical significances, the research findings are intended to lay under contribution for both teachers and students valuably For students, the outcomes of the research, expectedly, provide them with an interesting way to

5 improve their achievement on essay writing, develop their creation and critical thinking skills and make them able to apply English writing in their daily lives These may help a lot in absorbing a new language and develop their other soft skills through learning For English teachers, the study‟s outcomes are aspired to facilitate producing English lessons in a creatively and effectively way, which helps arouse students‟ motivation and autonomy

Finally, the findings of the research are expected to be beneficial to researchers who have interest in this issue This study might be considered as a reference for their further investigation.

Structural Organization of the Thesis

The thesis is designed in five main chapters

Chapter 1, Introduction, presents the rationale for choosing the topic, the aims and the objectives, the scope, the significance of the study and how the study is designed

Chapter 2, Literature, provides a careful examination of the fundamental, theoretical concepts about Bloom‟s Taxonomy, HOTs, the importance of HOTs, writing, essay writing and the revision of previous studies related to the research

Chapter 3, Research Methodology, gives method of research, participants, research, types, research approaches, data collection instruments, data collection procedure and analyze data

Chapter 4, Findings and Discussions, shows its preliminary investigation, evaluation

Chapter 5, Conclusion, gives a summary of the results of the study Some concepts including HOTs, essay writing is reviewed More importantly, students‟ improvement after joining in HOTs activities are recapitulated in this part Some implications for teaching and learning writing better are also mentioned

LITERATURE REVIEW

Teaching writing skills in the EFL classroom

2.1.1 Writing skills and writing skills needed for (argumentative) essay writing

Writing, one of four key language abilities, is the most productive since it develops and communicates ideas and arguments in writing EFL students also find writing the hardest to grasp (Richard & Renandya, 2014) as a cognitive process for expressing life opinions Writing is difficult because students must create and shape their own thoughts into meaningful and comprehensible prose using appropriate terminology, sentence building, and paragraph organisation This is more complicated than stringing words Nunan (2003, p.88) argued that writing combines procedural and end outcomes Writing involves collecting and developing ideas to expose them to readers Nunan (2003) also described writing as a cognitive process of generating and organising ideas into a meaningful statement or paragraph Writing is a complex endeavour that requires the ability to express thoughts clearly

In order to effectively write, students must have a clear understanding of the intended objective of their written work According to Bram et al (1995, p.7), writing is the act of attempting to create or replicate a written communication, with the intention of conveying something important It implies that pupils are required to determine their desired topic and clearly state the intended objective of their writing Furthermore, its objective is to effectively communicate the writers' concepts, opinions, and emotions to the audience The primary objective of writing is to effectively convey the writer's intended meaning to the audience

Sharing the same viewpoint in defining writing, Zinsser (1988) once stated

“Writing organizes and clarifies our thoughts We can clarify what we know and what we do not know through writing.” He emphasised that authors must understand the issue and use their cognitive abilities to write Writing helps students develop advanced cognitive skills like analysis, appraisal, and creation Students must develop a strong thesis and clearly state it early in the writing process To build a strong argument without logical fallacies, you must constantly review and evaluate the writing

Furthermore, according to Kirby and Crovitz (2013, p.6) writing education is distinguished from other forms of teaching by its inherent act of creation Writing teachers should teach students a certain set of knowledge, mental capabilities, personal expression alternatives, strategic thinking skills, and self-awareness When teachers use these tactics, students may evaluate novel situations and create something innovative that meets the criteria Thus, students with little writing experience may find it difficult to learn (Akinwamide, 2012; Salam et al., 2014) A creative attitude helps enhance this talent since creativity fosters imagination, which is inherent Creative instruction trains students to solve difficult challenges and be practical 2009 (Huzaina)

From the definition above, the researcher can refer writing as a kind of written communication that represents the cognitive process of generating and organizing ideas in a structured manner using words, phrases, paragraphs, and text to create a cohesive composition Moreover, writing can be seen as a valuable educational instrument that fosters critical thinking skills By requiring students to analyze and evaluate the given information in order to convey their thoughts concisely in writing, the process promotes HOTs Enhancing thinking skills leads to improved writing abilities, which in turn support students' participation in real-time activities and enable them to communicate their opinions and thoughts with confidence, enhancing their enjoyment of lessons Consequently, students are capable of expressing themselves with greater confidence, effectiveness, and efficiency in order to produce their own written work

Argumentative writing is a critical skill that requires a writer to clearly present their stance on a subject while convincingly challenging differing viewpoints The core of effective argumentative writing lies in its reliance on robust reasoning and well-sourced evidence Key to the technique is the development of a logical structure wherein each claim supports the overarching thesis and is substantiated by evidence Ramage, J.D., Bean, J.C., & Johnson, J (2016) This method not only reinforces the argument but also organizes the content in a way that is digestible for the reader

To write persuasively, authors must also master the art of understanding and evaluating opposing views This involves acknowledging counterarguments without bias and refuting them effectively Research indicates that individuals who skillfully dismantle counterarguments can enhance the reliability of their positions and promote a deeper engagement with the topic Graff, G., & Birkenstein, C (2014) Crafting a compelling counterargument section is essential as it demonstrates the writer‟s credibility and depth of understanding

Additionally, the tone and style of writing in argumentative essays hold significant importance A formal and respectful tone helps maintain professionalism and persuasiveness Emotional appeals, though valuable, must be used judiciously; they should function to underscore rational arguments rather than replace them Ultimately, argumentative writing serves not only to argue a point but also to persuade the reader through a combination of logical reasoning, credible evidence, understanding of the counterarguments, and appropriate stylistic choices Mastery of these elements transforms basic writing into a powerful tool for communication and persuasion, empowering writers to effectively influence public opinion and academic discourse

2.1.2 Writing Problems among ESL Writers

According to Maghsoudi and Haririan (2013, p.60), writing is not easy as it

“stimulates thinking, compels students to concentrate and organized their ideas, and cultivates their ability to summarize, analyse, and criticize” Numbers of studies have

9 shown that the biggest challenge facing ESL students is the deficiency of their English proficiency to deal with assigned writing task In order to compose a comprehensive writing, students need a well-rounded knowledge of vocabulary, grammar, and ability to structure good sentences In addition, the requirements of utilizing a variety of cognitive and linguistic approaches that are unfamiliar to students may lead to their confusion and obstacles to produce a piece of English writing

However, students with inadequate English linguistics may struggle to generate and organize ideas Lacking the knowledge to write coherently, they struggle to generate good writing Another concern with ESL students' writing is improper syntax, conventions, punctuation, capitalization, and spelling (Ghabool et al., 2012, p.30) Normazidah, Lie, and Hazita (2012, p.41) also find more complex cultural or linguistic issues that challenge EFL students' writing Students lose interest in writing and drive to write However, research suggests that teachers' lack of pedagogical understanding and inappropriate teaching practices contribute to ESL students' poor writing skills (Md Yunus and Chan, 2016) These issues make teaching and learning writing difficult for ESL educators

Teachers employ several strategies to impart writing skills to ESL pupils, but the results are frequently unsatisfactory It is crucial to assess the methods employed by teachers when teaching writing To evaluate the efficacy of these methods in improving students' writing skills in ESL classes, it is imperative to conduct a study on the strategies used in ESL classrooms The main goal of this systematic review is to provide a comprehensive collection of empirical data gathered from various techniques in previous scholarly research on teaching writing in ESL programs

2.1.3 Approaches to Teach Writing in ESL Classrooms

Initially, teaching someone the rudiments of writing or assisting someone in enhancing their writing skills may appear deceptively simple However, as writing is a talent that relies on other skills, it can be rather challenging (Flood, 2003, p.967) Writers must consider various elements when creating a written output, as seen in figure 1

Figure 1 Producing a piece of writing (Raimes, 6)

The approaches are outlined in a broad manner and often intersect, as educators tend to employ multiple methods while instructing writing, contingent upon the specific knowledge that needs to be acquired

2.1.4 The indicators of a good essay

The study intends to employ Cambridge's best-known and most extensively used analytical measures in IELTS because the target school uses the textbook: Mindset for IETLS The writing band descriptors score scripts on Task Response, Coherence and Cohesion, Lexical Resource, Grammatical Range, and Accuracy Bands 1.0 to 9.0 reflect non-user to expert for the four aspects Numerous college-level writing programs have created this scale with training resources and sample compositions to help users quickly communicate their points in writing Appendix 1 has details

Assessment of academic and professional writing relies on Task Response, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy These aspects perform certain functions and determine the written communication's effectiveness and clarity

The concepts of HOTs

According to Bloom‟s Taxonomy (1956), human thinking skills are classified into three ranges: Cognitive area, Affective and Psychomotor, respectively from the lower stage to the higher stage While cognitive area is related

12 to the mental ability in terms of knowledge, affective reflects the emotional or feeling aspects of the mental ability Psychomotor, on the other hand, is considered as the physic ability proceeding from mental activity

Anderson and Kratwols (2016), on the contrary, divide human thinking skills into six criteria, namely remembering, understanding, applying, analyzing, evaluating and creating with the three formers known as LOTs and the three later

Analyzing is the capacity to elucidate or clarify information or knowledge The students must categorize the material and concepts into distinct sections and evaluate the data to determine whether it represents factual information or inferences, in order to arrive at a correct judgment There is no doubt that each member of the group has their own individual thoughts on how to address the situation In order to determine the most suitable solution to the problem, students must examine their friends' suggestions This requires the capacity to evaluate the usefulness of new knowledge for a specific purpose, which is known as the talent of evaluation

Evaluating involves the process of making informed judgments by assessing and analyzing information against certain criteria and established standards Products such as critiques, recommendations, and reports can be developed to showcase the evaluation procedures In the updated taxonomy, the act of evaluating precedes the act of creating, as it is frequently a prerequisite behavior prior to the act of creation

Creating involves the process of assembling several pieces to make a cohesive and functional entity It also encompasses the act of rearranging these elements to generate, plan, or produce a new pattern or structure Creating necessitates people to combine components in a novel manner, or amalgamate components to generate a distinct and innovative form or result This process is the most challenging cognitive function in the new classification

In addition, Brookhart (2010) categorizes HOTs into three distinct areas: transfer, critical thinking, and problem solving In terms of transfer, pupils have the information and skills to apply it outside the classroom Critical thinkers can make conclusions based on reasoning, investigation, observation, and comparison from many perspectives Problem solving is the cognitive ability of humans, particularly students, to develop and implement solutions for difficult issues that cannot be solved by rote memorization or formulaic approaches (Collins, 2014)

Based on the aforementioned criteria, HOTs can be defined as the interplay between cognitive and metacognitive abilities, which can be enhanced by activities such as problem-solving, evaluation, analysis of ideas, and identification of essential aspects required for drawing conclusions or making informed decisions

In this thesis, the writer tends to use the definition of HOTs introduced by Bloom in his Taxonomy (1956) as the framework of this study The Bloom‟s Cognitive Process Dimension cited in Anderson & Krathwohl (2001) is presented in the following table

Table 1 Bloom’s Cognitive Process Dimension

Higher -O rder Th inkin g Skills (HOTS)

Discriminating, distinguishing, focusing, selecting Finding coherence, integrating, outlining, parsing, structuring

Coordinating, detecting, monitoring, testing Judging

(Anderson & Krathwohl, 2001) 2.2.2 Teaching HOTs in writing

Recent research shows that schooling now prioritizes HOTs (Ganapathy et

14 al., 2017; Rezaei, 2011; Mazer, 2008) Zohar (2013) adds to the evidence that creative learning activities improve students' HOTs These activities assist students move from understanding to application, analysis, synthesis, and evaluation Expanding the 'thinking curriculum' to improve pupils' is a major educational challenge, according to Resnick and Schantz (2015) Teachers realize the need to teach kids HOTs ESL teachers lack the training to teach advanced cognitive skills, especially writing, compared to other academic subjects (Rajendran, 2013) Since our world focuses on words rather than numbers, everyone needs to write (Hyland,

Berman and Cheng (2010) suggest kids struggle with writing more than other language abilities Students struggle with writing more than other disciplines (Nesamalar, Saratha, & Teh, 2001) Cognitive skills and writing organization are developed in school Critical writing demands cognitive abilities beyond topic knowledge Students must comprehend a topic before analyzing, assessing, and synthesizing Writing teaching is difficult for ESL teachers (Alaa et al., 2019; Pour- Mohammadi, Zainal Abidin, & Lai Fong, 2012) Critical and analytical thinking may help kids write better Creatively solving daily difficulties is easier for advanced cognitive learners (Yee et al., 2013) According to Jarvis (2005), Piaget

(1970) and Vygotsky (1978) believe children learn by comprehending their environment

Singh et al (2020) claim independent thinking helps kids come up with writing ideas Teacher's key duty is to stimulate students to learn independently, which promotes advanced cognitive skills (Jarvis, 2005) According to Choy

(2009), ESL teachers teach writing using a traditional style that prioritizes language over ability This is key to good writing Teachers must utilize many process methods to teach new writing advances Unfortunately, research suggests that many EFL teachers adopt product-oriented methods Teachers must teach pupils self- assessment, creative writing, and critical thinking, according to research Model texts affect students' writing, according to Wingate (2012) Researchers found that

15 model texts supplied students writing information Wingate (2012) recommends teaching writing with model text analysis and critical thinking Teachers face challenges while teaching second language (L2) writing since less proficient pupils struggle to express themselves (Ambar Singh, 2019)

Teachers can teach HOTs through problem-solving They can teach step-by-step problem-solving Mohd et al (2016) claimed that students can form inferences to solve problems when participated in the process Teachers help pupils create fresh plans Jerome, Lee, and Ting (2017) advised teaching students to coordinate, detect, monitor, test, critique, and judge Thus, these activities teach pattern detection and help pupils find solutions

Students could gather data to create successful solutions Singh et al (2020; Tajularipin, 2017)

Reviews of previous studies

The following discussion explores numerous prior research that examine the integration of HOTs to enhance students' writing abilities, providing a comprehensive understanding of the topic

In 2019, Setyarini and Ling investigated how storytelling might teach early adolescents English using HOTs Three classes in three Junior High Schools in Nouthern Bandung, West Java, Indonesia, were studied ethnographically using three instruments The data was acquired through classroom observation, teacher and student interviews, and lesson plan and student writing analysis HOTs in English language training for early adolescents boosted participation and confidence, according to one study Learners used questioning, mind-mapping, brainstorming, roleplaying, discussing, and storytelling to generate new ideas Thus, pupils may critically articulate their thoughts without fear of error

The second 2015 study by Setyarini, Muslim, Rukmini, Yuliastri, and Mujiyanto involved year eight pupils from two junior high schools in Northern Bandung, West Java, Indonesia This study examines the growth of HOTs strategies and potential hurdles in seventh graders' oral communication skills via storytelling Classroom observations, teacher and student interviews, and two cycles of CAR lesson plan analysis are used to collect data This study found that using these tactics encourages children to speak up by expressing their ideas, making remarks, and using their imagination to examine the story

Third study examines how HOTs questions improve students' writing In

2018, Rosli and Maarof studied 30 fifth-graders This quantitative quasi- experimental study used purposive sampling According to the statistics, individuals were better at organizing their thoughts before writing their essays During the writing activity, pupils showed improved imagination, reasoning, and creativity

Kaur and Ganapathy worked with 120 ESL students from three classes in Penang, Malaysia, in 2014 The study examined the effects of group-based work on writing assignments done alone and together Group interview tools were used by the researcher The study showed that students' writing, research, and personal skills increased Through HOTs exercises, students were engaged in active learning and had learner autonomy

Khoa Dang Truong (2022) said students need HOTs to succeed in Vietnamese education and employment The essay illustrates how academic English writing is taught with HOTs HOTs activity association encourages students to improve their writing and academic and life abilities Combining these talents increases students' cognitive processes, boosting their learning experience and study motivation Motivating, interactional, and organizational effects for classroom practitioners are also highlighted in his study

The aforementioned research demonstrates the beneficial effects of incorporating HOTs to improve students' proficiency in both oral and written communication In addition, the development of capabilities HOTs and critical

18 thinking abilities significantly enhances students' personal capabilities and creativity Hence, it is imperative to incorporate higher-order thinking abilities into educational activities

METHODOLOGY

Research design

The linguistic challenges faced by EFL learners in international schools are profound, particularly in the realm of advanced writing skills This study employs action research to investigate the efficacy of HOTs activities in improving the essay writing abilities of EFL students The importance of fostering critical thinking along with language skills is highlighted by Reznitskaya and Wilkinson (2017), who argue that engagement in HOTs enhances language proficiency in non-native speakers

Understanding the challenges students encounter while learning to write is pivotal for developing effective teaching methodologies From my observations, several recurring issues surface that impede the progression of writing skills First, there is a noticeable lack of engagement, often because the material or the teaching methods do not resonate with the students This disconnect highlights the need for incorporating more relatable content that sparks interest and encourages practice Furthermore, inadequate feedback on written work leaves students uncertain about their mistakes and unsure about how to improve This observation underscores the importance of regular, constructive feedback that not only corrects errors but also motivates learners Another significant problem is the limited emphasis on the process of writing Students often focus on the end product rather than the steps involved in crafting a well-structured document

Aligning these observations with the goal to enhance writing instruction, it becomes clear that addressing these issues can significantly improve learning outcomes By increasing engagement through relevant content, providing detailed feedback, and emphasizing the writing process, educational strategies can be developed that are more effective in improving students‟ writing abilities Understanding these challenges provides a direct pathway to refining teaching approaches and achieving better educational results

Kemmis and McTaggart (1988) developed a concept for action research They proposed a spiral model comprising four steps: planning, acting, observing and reflecting which are figured out below:

Figure 2 Kemmis and McTaggart model

In the line with the cycle, other scholars like Nunan (1992) suggested that teachers should observe and make notes on what their learners and themselves said and did in class, and then, based on these observations, identified positive ways to

21 bring about this change In another way, Tsui (1993) gives 5 steps in conduction action research including identifying problems, finding causes, designing strategies for improvement, trying out the strategies and evaluating the try-out

3.1.2 The application of action research in this minor study

This action research aims at exploring the effects of the application of HOTs activities in enhancing students‟ writing skills among grade 11 th students in an international school This minor research focuses on the efforts to improve the current practices of the teaching-learning English writing skills

As previously said, the primary objective of action research is to discover a problematic scenario or topic that is of concern to participants such as teachers, students, managers, administrators, or even parents, and investigate it in a thorough and systematic manner The steps of action research encompassed preparation, action, observation, and reflection, which aimed to critically examine and address concerns, dilemmas, or inadequacies in educational scenarios Action research had specific advantages that appealed to numerous instructors and significantly influenced their perception of themselves as educational experts Action research can be viewed as a component of a continuum in the process of becoming a reflective and theoretical professional

This study aims to assess the enhancement of students' writing proficiency in essay writing by implementing HOTs exercises The data are described in a qualitative manner, indicating that the research employs a descriptive-qualitative design Additionally, the researcher employed quantitative data to corroborate her qualitative findings

This minor research bases on the framework of an action research introduced by Kemmis and McTaggart (1988), which comprises four steps: planning, acting, observing and reflecting as presented below

The researcher intended to conduct action research among eleventh-grade

22 students at an International School During the initial phase of planning, she conducted a thorough analysis to identify potential issues She then prioritized the most critical problems and devised a strategic course of action to address them Additionally, she equipped herself with relevant theoretical knowledge to effectively tackle these challenges She devised an action plan to enhance the kids' writing proficiency In addition, she created the lesson plans in accordance with the school's curriculum and syllabus The materials and other necessary instruments for the research were chosen Ultimately, she endeavored to locate and cultivate materials that were appropriate according to the learning benchmarks that would be attained while teaching and learning speaking

Having done some observations and interviews, the researcher managed to identify the problems emerging in English writing lessons in class 11A

First, most of students considered writing as the most complicated skill when learning a foreign language, here is English They stated that their writing expression is rather restricted as they lack vocabulary, spelling, and grammar They further admitted that to be good at writing, they had to learn all the aspects of English in terms of linguistics and syntax tends, which made them confused and stuck in implementing English grammar in writing context They lacked proficiency in written communication, particularly in selecting appropriate words and vocabulary for constructing sentences The other challenges in writing were associated with sentence composition, grammatical sentence structure, spelling, word deletion, and sentence editing

Moreover, students usually felt difficult to organize their ideas and lose their motivation because there was no media that could help them improve Many others had trouble with their imagination, creativity, and their arguments when composing a piece of writing They did not know how to convey their messages in their written language

To make the matter worse, the materials given were only relied on textbooks without modification And finally, the activities in the teaching and learning of

23 writing were monotonous and not interesting , which resulted in students‟ demotivation in writing classroom

 Evaluation of the students‟ writing skill through a pre-test

According to Vietnam‟s National Foreign Language 2020 Project, eleven- grade students are supposed to achieve CEFR level B1, so the researcher meant to conduct a pre-test to evaluate the students‟ writing skill The pre-test took place individually and met the CEFR‟s demands at B1 level, equivalent to band 4.0 and 4.5 result at IELTS

The writing test is also marked out of 9 according to the following criteria:

Mapping out strategies for writing skills improvement

Having taken students‟ writing problems into account, the researcher worked out several alternative ways which could be applied in this context to improve the students‟ writing skill, motivated them and gave them opportunity to work independently and responsibly Finally, I decided to integrate HOTs activities into my writing lessons so that they could motivate students and help them deal with the difficulties in writing essays

To improve students‟ writing lessons, I decided to carry out numbers of steps as followed

1 The teacher provides the writing prompts for the essay

2 The teacher employs the discovery learning technique, which involves utilizing simulation, problem formulation, data gathering, data processing, verification, and generalization in the process of producing essays

3 Once the students have grasped the structure and content requirements of an essay, the teacher proceeds to elucidate the HOTs markers in a selected book

4 Next, the teacher provides the instrument to compose an essay, utilizing the generic framework consisting of a thesis, argument, and reiteration

5 The teacher instructs the pupils to employ HOTs indications, such as analyzing, evaluating, and producing, to solve problems related to the knowledge or topic at hand

6 The teacher provides the instrument by presenting a visual representation of the topic, which prompts the pupils to engage in critical and creative thinking to generate their own ideas

7 Ultimately, the teacher assigns a score to the student's work based on certain criteria for evaluating writing The above strategies would be applied in the writing lessons The lesson plans were designed to deal with the writing tasks in the coursebook, which were included in the following Writing course schedule (see Appendix)

At this crucial stage of the research, the focus is on in-depth observation of the pedagogical intervention designed to improve essay writing among EFL students at an international school Employing a variety of tools like direct observation, performance tests, and reflective journals, the researcher meticulously gathers data that will illuminate the effectiveness of using HOTs activities These activities are aimed at enhancing analytical, evaluative, and creative thinking capabilities, which are essential for proficient essay writing

One core aspect of HOTs is encouraging students to analyze and assess pieces of information critically rather than just recalling facts (Anderson & Krathwohl,

Research settings

The study was conducted at International School in Bac Ninh province The school is well-equipped with projectors, radios, speakers and computers with internet connection Moreover, there is a lab, a multiple room, a library which is also facilitated with computers connected to the internet There are 20 classes with the total number of more than 700 students who are categorized into different majors: Mathematics, Literature, or English and some non-majored classes Most of the students come from Bac Ninh – a developing province in the North of Vietnam They are almost qualified for A2 and B1 in the Common European Framework of Reference (CEFR), however, they do not have the same level of English proficiency They also encounter numbers of obstacles due to their differential levels of language skills The majority of students get unqualified in terms of writing skill due to the shortage of complicated words, grammar and style

Moreover, the boring and monotonous writing lessons result in their demotivation and variety of barriers to approach writing skill

The teaching staff is composed of 7 English teachers who are all qualified, getting Bachelor in English teaching Their ages are around 27 to 42 with at least 5 years of English teaching experience at upper secondary schools They exhibit a high level of dedication, providing comprehensive instruction, unwavering support, genuine enthusiasm, and a deep passion for their work as full-time educators Specifically, they are eager to endorse novel and distinctive concepts in pedagogical methodologies that will effectively and captivatingly engage the pupils

The textbook used in grade 11th at the school is “Mindset for IETLS – level 1” published by Cambridge University Press, which is aimed at students who are at Bl level and want to achieve a Band 4 or 4.5 result at IELTS Particularly, this book is believed to provide students with tips on how to plan better and develop their ideas due to the coverage of all types of writing tasks and detailed help on how to approach each of them

While the textbook effectively caters to students' needs and achieves their desired results, the writing sessions follow a conventional approach that prioritizes linguistic aspects rather than language proficiency This is considered a fundamental characteristic of excellent writing With the emergence of new writing innovations, teachers need to incorporate diverse process strategies to teach writing abilities Regrettably, teachers in the target school still rely on the conventional product approach Consequently, when students participate in a writing classroom, they may develop a pessimistic outlook

Current pedagogical approaches at the school tend to emphasize rote learning and surface-level understanding, which does not sufficiently prepare students for the complexities of academic writing that require a deeper engagement with content Educators have observed this gap during assessments where students' work often replicates information rather than presenting a reasoned, personal engagement with the topic

The need for research into HOTs activities in this setting is underscored by the broader educational objectives of fostering autonomous learners capable of engaging critically with a range of texts and discourses By integrating HOTs activities into the EFL curriculum, the anticipated outcome is a marked improvement in students' ability to not only grasp higher-level content but also transform this understanding into coherent, well-structured essays

This research will employ qualitative and quantitative methodologies to evaluate the effectiveness of specific HOTs activities Pre- and post-intervention assessments will gauge improvements in students' writing, while interviews and observational methods will provide insights into the learning processes and attitudes of the students towards these activities This comprehensive approach will contribute to a better understanding of how HOTs can be effectively integrated to address the specific challenges faced by EFL students in international schools.

Participants of the study

Due to the limitation of the study‟s scale, participants in the survey consisted of 36 students randomly chosen from class 11H – a non-majored English class, including 20 females and 16 males According to the result of non-official IELTS test given by English Department of the target school at the very beginning of the school year, most of students got band 4.0-4.5 The table below summarizes the background information of the participants including the gender, age, and their English writing proficiency assessed by the teacher:

Table 3 Background information of the subjects

Gender Age English writing proficiency

There were three reasons behind the choice of these 11th grade students Firstly, the researcher is in charge of teaching this class Secondly, the class finished Mindset for IELTS Foundation which means the students were supposed to have a

28 solid knowledge of IELTS test and a quite wide background about the life to express their ideas about the social issues or other topics Finally, they are students who are nurturing a dream of getting high scores in IETLS test so that they can choose the best university That shows that their motivations are strong enough to help them try their best The study hopefully will be an effective reference for teachers and learners in improving their writing performance

Most of the participants are qualified for A2 level according to CEFR They have difference in English proficiency, especially, their writing ability are significantly flexible Some of the participants are particularly good at writing, self- motivated and eager to learn in writing classes while the rest have low competency and remain passive, unmotivated, lack of confidence.

Data collection and analysis

In order to gather data, the researcher employed both quantitative and qualitative instruments, known as test, questionnaire for students (before and after the application of HOTs activities), semi-interview for students, and teacher‟s journals and students‟ learning logs

Coombe and Hubley state that the primary purpose of language examinations is to ascertain the strengths and weaknesses in pupils' linguistic ability For instance, by conducting tests, we can ascertain that a pupil possesses exceptional written aptitude The data obtained from assessments can assist the instructor in determining the eligibility of individuals to enroll in a specific course or program Tests are frequently used to gather data on the efficacy of programs or teaching

(2003, p.10) The researcher utilized two assessments, namely a pre-test and a post- test, which were based on the form and criteria evaluation of the International English Language Testing System (IELTS) (refer to the appendix)

The user did not provide any text A pre-test was conducted at the outset of the investigation, prior to the implementation of the treatment

- The purpose of the pre-test is to assess pupils' writing abilities The results were utilized for comparing with the post-test in order to assess the students' progress following the implementation of HOTs activities

- The post-test was administered after the completion of all the treatments Furthermore, the post-test was conducted to determine the impact of the treatments on the sample in the action research

The questionnaire was specifically tailored for a group of 36 students, with meticulous attention given to ensuring that the questions were straightforward, comprehensible, and comprehensive in terms of both quantity and quality The questionnaire comprises five sub-topics, each utilizing a Likert scale to gauge students' view of the efficacy of HOTs activities in enhancing their writing proficiency, teachers' ability to organize writing activities, the functions of HOTs, and the problems associated with adopting HOTs Furthermore, open and close- ended question formats were employed to get additional data

A structured questionnaire was developed as the primary tool for collecting data to investigate the impact of HOTs exercises on improving essay writing skills among EFL students at an international school The purpose of the questionnaire was to examine students' inclinations towards HOTs activities and evaluate any reported enhancements in their writing abilities following the introduction of these activities

The questionnaire was bifurcated into two distinct sections corresponding to two phases of the study: pre-test and post-test The purpose behind such a division was to gather baseline data regarding students‟ initial skills and attitudes and to evaluate changes post intervention In the pre-test, the questionnaire solicited background information such as age, gender, and years spent learning English This demographic data was intended to identify any correlations between these variables and the students‟ writing abilities

Regarding the skill-specific queries, the pre-test section included questions tailored to ascertain various competencies and attitudes toward English writing For

30 instance, the question on the frequency of writing practice aimed to measure the extent of engagement with writing tasks Similarly, queries concerning the students‟ self-perceived writing difficulties such as lack of vocabulary, grammar knowledge, and organizational skills were designed to pinpoint specific areas where HOTs activities could have a targeted impact

In the post-test, questionnaires mirrored the pre-test in gathering demographic data but shifted its focus to students‟ perceptions of the effectiveness of HOTS activities Questions such as whether HOTs activities had been helpful to their writing performance and which specific activities (e.g., reading, listening, speaking/discussion) were perceived as beneficial provided quantitative data on the impact of each HOTs component Moreover, an overarching question on whether HOTs activities should be widely applied in writing classes aimed to gauge overall student endorsement of this pedagogical approach

By carefully structuring the questionnaire and aligning it with the study‟s objectives, this instrument was pivotal in elucidating the utility of HOTs interventions in fostering skill enhancement and altering students‟ attitudes towards English essay writing in an EFL context at an international school

 Focused group Semi-structured interview

Interviews are a subsequent method employed for data collection in research Esterberg characterized the interview as a forum for the exchange of information and ideas between two individuals, facilitated by the asking and answering of questions The convergence of communication and construction involves the exchange of information and the creation of physical structures, both of which convey specific ideas and concepts

In this study, researchers used semi-structured interviews to collect data The researcher aimed at detecting what problems occur in implementing HOTs, students‟ experience regarding the challenge in composing a piece of writing, their opinions towards the lessons integrating HOTs activities, benefits of HOTs in enhancing their writing ability Moreover, she attempted to examine whether the

31 theory and reality are synchronous or not in the application of HOTs in the teaching and learning writing process During the interview, the researcher recorded students‟ answers and quickly jotted down some focal information for further analysis

In the study in question, semi-structured interviews were employed by the researcher to gather in-depth insights into the implementation of HOTs in essay writing This form of interview blends structured questions with the flexibility of open-ended questions allowing respondents to explore their thoughts in greater detail By not being strictly confined to a rigid set of questions, semi-structured interviews enable the researcher to delve deeper into the practical challenges and experiences faced by students

The interviews aimed to address several key areas:

- Challenges in Implementing HOTs: Understanding specific obstacles that teachers and students encounter while integrating HOTs into the essay writing curriculum

- Student Experiences: Capturing students‟ personal experiences and struggles with crafting essays using HOTs activities

- Perceptions Towards HOTs Activities: Gauging students‟ attitudes towards the inclusion of HOTs activities in their lessons and how these activities influence their learning process

- Influences of HOTs on students‟ Writing skills: Assessing whether HOTs activities genuinely enhance students‟ essay writing skills by fostering higher-order cognitive abilities

Chapter summary

Chapter 3 reported the brief description of an action research which was carried out in an International School in Bac Ninh with the participating of 36 grade-eleventh students All of the participants are qualified for A2 according to CEFR or achieved band 3.0-3.5 in IELTS

The researcher used different means of data collection, employing a mixed- method approach to gather the data of the study Quantitative data were collected through questionnaire and tests (both pre-test and post-test) These data were then coded and analyzed in the forms of tables, charts, and figures Qualitative data were

36 accumulated by the means of interviews, teacher‟s journals and students‟ learning logs The information collected was recorded and jotted down, then displayed as quotations and notes for further discussion The further analyses were discussed in the following chapter

FINDINGS AND DISCUSSIONS

The influences of HOTs activities on the students‟ English essays writing

As mentioned before, this action study was conducted in 16 weeks of teaching students to write English essays with the aid of HOTs activities to promote students‟ engagements, improve their motivation and strengthen their writing competence as the final goal In this part, the researcher means to report students‟ difficulties in carrying out their writing tasks before the intervention, which is regarded as the background of the study, from which the writer built up the research framework These difficulties then would be compared with the results received after the intervention in order to measure students‟ improvements and the effectiveness of HOTs activities In addition, the researcher also meant to explain how HOTs activities were implemented in her writing class, the challenges she encountered in the process of teaching this skill

4.1.1 The implementation of HOTs activities in the writing classroom

As mentioned in chapter 3, methodology, the researcher meant to apply Bloom‟s taxonomy in setting the learning outcomes for students in her writing class In this study, the researcher employed HOTs activities in accordance to the

38 three highest levels in human cognitive hierarchy as illustrated in the “cake-style” pyramid as follow

Bloom‟s Taxonomy retrieved from Shabatura (2022)

According to the hierarchy above, HOTs activities related to three stages of cognition During the Analysis stage, it is important to motivate pupils to thoroughly study, compare, and distinguish concepts or elements within the content Activities may encompass the assessment of diverse texts, the identification of trends, or the analysis of relationships between concepts Engaging in worksheet assignments or group discussions can effectively promote this type of critical thinking

At the Evaluating level, students should possess the ability to evaluate and provide reasoned justifications for the worth of theories, perspectives, and solutions Encouraging students to participate in debates, presentations, or panels can enhance their skills in constructing and evaluating arguments Additionally, instructors may require students to assess and prioritize the quality of various sources or justify a stance by presenting supporting evidence

Finally, the Creating stage entails pupils producing novel ideas or products by utilizing their comprehension and integration of knowledge This level may encompass tasks such as engaging in creative writing assignments, collaborating on group projects, or devising innovative approaches to tackle real-world issues Engaging students in games or competitions that require them to develop and submit their answers can stimulate creative thinking

HOTs activities applied in the researcher‟s writing classroom were presented as follow

4.1.2 Using i-Think Maps to foster higher-order thinking skills

The most common activities the researcher employed in her study involved using i-Think Maps to foster higher-order thinking skills By utilizing these strategies, the researcher attempted to promote students‟ creative and critical thinking, which helped them deal with their difficulties in brainstorming ideas With the implementation of i-Think Maps, students could determine what the main ideas was in the beginning or use a mind map to brainstorm a main idea

For the topic “Unit 1: Relationships”, students were asked to write an essay about 150 words to describe the process of making cherry jam Students were devided into groups of four and make their own flow charts to produce cherry jam Students were eagerly to join the activities They made up different versions of this process

A flow chart of making cherry jam made by students

In short, students were motivated by creating a diagram by themselves By applying i-Think Maps, the teacher was successfully to provoke students‟ thinking, which helped promote their high order thinking skills This activitive also assists students to brainstorm the ideas for their writing, envisioning the roadmap and sketching the outline Owing to this, students can surmount the obstacles in writing, especially ones related to idea shortage

In order to foster students‟ HOTs, the researcher decided to apply comparing and contrasting activities The purpose of these actions was to create the link

41 between students‟ previous knowledge and newly acquired information In this stage, the researcher asked her students to describe the changes in the two maps of Sunnyhi/ls University campus in 1995 and today Students were supposed to give a summary of main features and make relevant comparisons

According to the observation of the class, students were instructed to use sets of verbs, nouns and expressions that met the level of analysis stage Some students were able to use the sentences like “The two maps show the changes to/ the transformation of/ the development of the campus of Sunnyhills University between

1995 and today.” In addition, they were expected to use verbs belonging to advanced categories like: demolished, knocked-down, flattened, replaced, renovated Students performed thought-provoking activitiws like describing the two pictures, finding the differences, making the comparisons and figuring out the overview and the trend

Summary the main features of changes, make comparison

In general, students were observed to take part in the writing activities enthusiastically Some students were likely to actively engaged in the tasks, even providing helps to their friends These kinds of HOTs activities were seen to motivate students and stimulate their spirit of English learning

The next strategies the teacher utilized to strengthen students‟ HOTs in writing is reasoning Under the instruction of the teacher, students were expected to elaborate on their answers For the writing question in Unit 5: Consumerism, students were anticipated to compose an argumentative essay to express their viewpoint on the topic “Small, independent shops will have no place in the future.”

In order to help students fulfill this task, the teacher applied reasoning activities, which focused on mapping out the structure of the writing Teacher employed the following Persuasion Map

Students were supported to based on the map above to develop their own outline before making their final writing drafts They were assigned to work in groups of four Students were observed to take part in the activity enthusiastically, sharing their idea without hesistation The teachers engaged them in the discussion and tried to encourage them to voice their opinions and give the details, facts or examples to support their viewpoints

As can be seen from the outline above, students did create their own map to present their viewpoints They came up with two main arguments supporting for their stands, along with some significant examples It could be observed from the writing lesson that students were engaged in this kind of HOTs activities enthusiastically

HOTs‟ applications in students‟ writing

In order to investigate the students‟ improvement in their writing by employing HOTs activities, the researcher delivered the pre-test and post-test By comparing the results of the two tests, the researcher attempted to explore students‟ improvement in terms of task achievement, lexical resource, coherence and cohesion, grammatical range and accuracy The evaluation was based on the scoring guidance for Academic and General Training tests issued by IELTS (2023)

According to the band score description, the researcher made up the evaluation categories as follow

Table 4 Descriptions of writing evaluation categories

+ address all the parts of the question

- Word choice relevance to topic … %

- Consistency in usage of tenses … %

- Grammatical errors + punctuation … % + apt capitalization …

- Sentence structure mix (use a good variety of appropriate sentence structure) + simple sentence …

Students‟ essays were first evaluated based on this table, then compared to the band score description presented in Table 1 (as displayed in chapter 2), which displays the Analytical scale for rating composition tasks

According to the results of pre-test, most of the students in the project achieved different bandscores 5.0 to 7.5 in every aspect of writing criteria as well as in overall score The average scores of task achievement, lexical resource, coherence and cohesion, and grammatical range and accuracy were 5.5, 5.5, 6.0 and 5.5, respectively Especially, in terms of task achievement, there were up to 7 students got 4.0 and 4.5 bandscores, which were evaluated as poor writing proficiency This result might lead to a suggestion that students had difficulty in analyzing the requirements of the writing tasks They mostly misanswered the writing questions or were unable to respond fully all parts of the questions

Similarly, lexical resource seems not to be students‟ strength as there were 4 students qualified at 4.5 bandscore, 13 students graded 5.0 or 5.5 bandscores, 10 students achieving 6.0 to 6.5 Only 3 students achieved band 7 and 7.5

The findings of the pretest also show that coherence and cohesion seem to be students‟ strength as they got 6.0 average for this aspect of writing assessment Most of the students in the survey were qualified at 6.0 to 6.5 bandscores (13 students), six others met the requirements for band 7.0 or 7.5, whereas, 9 students got bands 5.0 and 5.5 Nevertheless, there were 2 students graded below average as they belonged to band 4.5

Finally, grammatical range and accuracy are likely to be main writing obstacle as students in the pretest as half of the students in the survey eligible for band 5.0 and 5.5 Meanwhiles, bandscores ranging from 6 to 7.0 had a modest number of candidates (11 students in total) The worst thing is that there were still four students graded in band 4.5

In conclusion, the results of the pre-test were in agreement with the teacher‟ evaluation on the students‟ writing ability and reflect accurately their language proficiency in terms of writing development It can draw a conclusion that students in the survey were mainly qualified at B1 and B2 according to CEFR criteria As mentioned before, the results of the pre-test then were compared with those of the post- test for further analyses to evaluate students‟ achievement in writing ability after the intervention

According to the results of post-test, all of the students in the project were eligible for bands 5 and above after the application of HOTs activities in teaching writing The overall bandscore was 0.5 higher than those of the pre-test The average scores of each writing aspect also went up slightly by 0.5 The noticeable improvement is that no students were graded below the average compared to the pre-test The number of students who met the requirements of band 7.0 and 7.5 also increased to 8 students, whereas, there were 7 out 30 students were qualified at 5.0 and 5.5 bandscore Half of the participants achieved band 6.0 and 6.5 for their writing ability

These figures reflected the significant improvement of students in every aspect of writing criteria in terms of task achievement, lexical resource, coherence and cohesion, and grammatical range and accuracy All aspects were qualified at 6.0 and 6.5 bandscore Especially, in terms of task achievement, there were up to 6 students got band 7 and 7.5, whereas, 11 students got bands 6 and 6.5 It may conclude that This result might lead to a suggestion that students had difficulty in analyzing the requirements of the writing tasks They mostly misanswered the writing questions or were unable to respond fully all parts of the questions

Similarly, lexical resource seems not to be students‟ strength as there were 4 students qualified at 4.5 bandscore, 13 students graded 5.0 or 5.5 bandscores, 10 students achieving 6.0 to 6.5 Only 3 students achieved band 7 and 7.5

The findings of the pretest also show that coherence and cohesion seem to be students‟ strength as they got 6.0 average for this aspect of writing assessment

Most of the students in the survey were qualified at 6.0 to 6.5 bandscores (13 students), six others met the requirements for band 7.0 or 7.5, whereas, 9 students got bands 5.0 and 5.5 Nevertheless, there were 2 students graded below average as they belonged to band 4.5

Finally, grammatical range and accuracy are likely to be main writing obstacle as students in the pretest as half of the students in the survey eligible for band 5.0 and 5.5 Meanwhiles, bandscores ranging from 6 to 7.0 had a modest number of candidates (11 students in total) The worst thing is that there were still four students graded in band 4.5

In conclusion, the results of the pre-test were in agreement with the teacher‟ evaluation on the students‟ writing ability and reflect accurately their language proficiency in terms of writing development It can draw a conclusion that students in the survey were mainly qualified at B1 and B2 according to CEFR criteria

In terms of task achievement, students‟ essays were evaluated by number of words counted, relevance to question like answering all parts of the question, presenting relevant ideas, fully explaining ideas, and supporting ideas with relevant specific examples The results of the essay written test were shown in the following table

Average word count/ an essay

Answering all parts of the question

Supporting ideas with relevant, specific examples Pre Post Pre Post Pre Post Pre Post Pre Post

According to the table above, before the application of HOT activities, most of the surveyed students had trouble with task response All of the eight students were not able to answer all parts of the questions Take the writing of student G as an example For writing question, “There should be strict laws banning people from taking photographs of people under 18 in order to protect young celebrities and the children of celebrities To what extent do you agree or disagree?”, she focused on answering the question “why should ban” instead of “why should enact a strict law to ban” Students, then, were asked to brainstorm the ideas and make the outline for their writing They were allocated to analyse the writing topic, think of the main question(s) they needed to deal with, identify the kind of their writing, and the relevant examles given to support their stand In this stage, students were observed applied different HOTs in their writing, making critical analyses to comprehend the topics then fully answering the question In addition, students were required to support and expand their ideas and make their opinion about the topic clear to readers

Unfortunately, there were three out of eight students failing to meet the demand of the questions A common error was that students misunderstood the question or wrote about a similar topic without answering the question itself For example, student B tended to discuss the interest of taking famous children‟ photos rather than whether a strict law should be enacted on the affair of taking photos of children celebrities She wrote “It is true that people are interested in seeing photos of famous children They want to see if they look like their celebrity parents The Beckham children, for example, are often in the newspapers People think the Beckham boys should play football like their father The little girl has to be perfectly dressed like her mother In my opinion, this is not fair on the children.”

Clearly, the student missed her point as her topic sentence did not focus on the topic Moreover, she failed to fully explain the topic or give the comprehensive supporting ideas or relevant and specific examples In the second paragraph she wrote:

“People say that „fame has a price‟ They think that if photographers take pictures of well-known people, that is part of the price I disagree with children

„paying for fame‟ They didn‟t choose to be famous They have the right to be badly dressed or have a bad day like everyone else I once saw a website called

Reports of students‟ preferences for some certain HOTs activities based on

4.3.1 Students’ preference for HOTs activities

In order to explore students‟ preference for HOTs activities, the researcher asked participants to fulfill the questionnaire relating to different HOT activities applied in writing lessons These results together with data from interview and class observations would be synthesized and presented in theme Findings from the questionnaire would be displayed first, followed by those of interview and class observations The table below illustrates the findings from the questionnaire

Students’ preference towards HOT activities

11 challenge the students with probing questions 3.92

12 encourage students to ask more questions 3.85

13 encourage students to think and act independently 4.11

14 encourage students to make decisions and propose new solutions to problems

15 give the opportunity to the students to criticize their peer‟s responses

16 give the opportunity to students to use a step-by-step method for solving problems

17 ask students to make inferences by giving them “real-world” examples for teaching writing

According to the table, all the HOTs activities implemented during the session were highly appreciated by participants with the mean score ranging from 3.85 to 4.14 The most popular HOTs activities among students were ones activating their independence in learning Those equipping students with a step-by- step method for solving problems ranked first with the highest mean score at 4.14, followed by activities encouraging them to make their own decisions and propose new solutions with almost the same mean (4.13) Moreover, students in the survey showed a strong preference for activities related to inspire them to think and act independently, which achieved a relatively high mean score at 4.11 The remains shared a little smaller mean score ranging from 3.85 to 4.07 While asking students to make inferences by giving them “real-world” examples received the score of 4.07, the two others shared nearly the same scores of 3.85 and 3.90

4.3.2 Students’ perceptions toward benefits of HOTs activities

After analyzing the students‟ questionnaires‟ responses from the first to the tenth items, the writer also collected and described the percentages of every item The results were presented in the following table

Benefits of HOT activities in writing 4.09

1 make writing becomes easier when integrating HOT activities 4.25

2 enable students to construct knowledge both inside and outside of class for writing

3 reverse the role of students from passive learners to active participants

4 facilitate active learning for writing 4.18

6 allow students to formulate a thesis statement for essay writing on their own

7 reduce memorization and recalling of facts 3.79

8 provide more opportunities for students to participate in group work 4.1

9 improve students‟ engagement in writing lessons 4.2

10 improve students‟ motivation in writing 4.1

The study revealed that the students had a favorable response to the advantages of employing HOTs activities in their writing This was evidenced by an average mean score of 4.09, indicating a high level of self-assessment The individual components were assessed and quantified as high, with values ranging from 3.76 to 4.25 according to the scale established by Ibrahim et al (2015) Item 1 achieved the highest mean score of 4.25, indicating that students rated themselves well in their ability to write more easily when doing HOTs tasks Specifically, students also overwhelmingly concurred that HOTs activities facilitated a shift in the role of students from being passive learners to being active participants, as evidenced by a significantly high mean score of 4.22 The data from the questionnaire also indicated that students were motivated to think and behave autonomously while engaging in their writing tasks through the use of HOTs exercises (facilitate active learning – 4.18; improve students‟ engagement – 4.22; motivate students in writing – 4,1)

Furthermore, the results from open-ended questions revealed several benefits of implementing HOTs activities in teaching writing, which were categorized into four main themes as promoting motivation and confidence, promoting real-life learning, promoting independent learning and promoting critical and creative thinking among students First and foremost, in terms of motivation and confidence,

HOTs activities motivate students to take part in class activities and prepare them to be more confident (14 participants) Second, the idea that HOTs activities promote real-life learning shared among 17 students who further stated that they were able to connect real problem with their writing It is the way forward as it helps bear more thinkers than merely follow who just regurgitate what is read HOTs assist to

54 spark creativity However, teachers should provide more examples and self- experience to guide the students

Another outstanding benefit of HOTs activities was relating to promoting independent learning among students Up to 20 participants agreed that HOTs encouraged them to be more independent, play active parts in discussion and use technologies in order to produce high quality essays It trained students to be able to write independently on broad subjects

Last but not least, HOTs promoted critical and creative thinking among students It is important to help students to be more creative in their writing Thus, HOTs was used to help students to think critically and creatively and learn independently Also, it made students think from a different perspective Students can enhance their writing by cultivating imagination, so rendering their writings more captivating and imaginative It has the ability to stimulate students' creative thinking and foster a willingness to investigate Training learners in critical thinking is necessary as it empowers them to provide informed thoughts and recommendations in their essay writing

The most outstanding benefit reported is that the use of HOTs activities helped students in identifying or remembering the text content in terms of its definitions, linguistic features, and generic structures They were able to recognize the text genre better and more quickly, therefore, they could know what type of text their writing needed to follow Based on this, students found it easier to compose their essays

The next prominent benefit of HOTs activities was to assist students in understanding, describing, and explaining the contents of the text Most of the interviewees when asked agreed that through HOTs activities related to topic

“Deforestation”, They effectively communicated their expertise in comprehending the causes of deforestation and elucidated the significant impact of deforestation on Vietnam's ecology Students 1, 2, and 3 stated that the „Wh‟ questions asked by the teacher had made them think “very deeply” about deforestation Specifically, student 4 shared his feeling by saying “I obtained more knowledge from pals all

55 across by chatting on Facebook I was proud of myself for learning so much more than my friends Some of my friends followed me in this method of gathering knowledge.”

Student 5 also added: “I must say that I followed A (student 4) This is the first time I used Facebook for classroom homework”

Most students indicated that the HOTs exercises helped them become "aware of what was expected" of them in class The players "felt that they performed better" 80% of students thought the cause-and-effect map was useful for learning how deforestation has affected Vietnam's ecology

In terms of the application stage, most students expressed that they loved dramatizing the cause and effect of deforestation LOTs student 1 said, "I am shy, but not during the role-play It was great asking each other questions, composing the plays, and just having so many ideas after interviewing people about deforestation." Other student participants felt the same way as LOTs S1, and the role-play was recorded as video clips and posted to the class blog When students were asked about their experience writing the descriptive essay, a number of responses emphasized that students usually have a'mental block' while writing, but after experiencing the lessons' integrated HOTs activities, students had "no problem and phobia" about writing essays

During the analysis stage, practically all of the students expressed their

"enthusiasm" in functioning as a magnifying glass to uncover significant issues related to global deforestation LOTs S2 stated, "My friends and I were able to gather a wealth of information from our friends all over the world via Facebook chatting." We realized that deforestation is worse in other countries."

Many students expressed similar ideas to LOTs S2 The Fishbone diagram

"fascinated" pupils, and they relished the opportunity to apply their knowledge to related writing assignments in the classroom

The interview revealed that the majority of students gained "confidence" in being able to judge and conclude on the level of harm caused by deforestation in Vietnam and around the world The pupils who considered themselves "shy"

CONCLUSION AND SUGGUESTION

Conclusion

The exploration of employing HOTs activities to enhance essay writing among EFL students at an international school marks a significant stride in educational strategies for language learning This initiative, pivoting on the application of complex cognitive tasks, aims to foster a deepened understanding and an advanced application of language skills Delving into this study provides a panoramic view of the potential and challenges associated with integrating HOTs in the curriculum for improving written communication in a non-native language

HOTs activities, which encompass analysis, evaluation, and creation, engage students in tasks that surpass mere memorization or basic comprehension This is essential in a language learning environment as it pushes students to utilize English in ways that reflect higher levels of thinking such as constructing arguments, drawing comparisons, evaluating different perspectives, and synthesizing information from various sources into coherent, well-structured essays The implementation of such activities has shown a positive trajectory in the students‟ ability to express their thoughts comprehensively and persuasively in English Throughout the course of the research, several themes emerged from the activities conducted Firstly, students demonstrated a marked improvement in their critical thinking capabilities This was evident as they engaged in activities that required them to analyze texts more deeply and respond to essay prompts that demanded a nuanced understanding of the subject matter Secondly, there was a notable advancement in the students‟ ability to structure their essays With activities tailored to dissect essay components such as thesis development, argument building, and conclusion crafting, students progressively honed their skills in articulating clear and structured pieces

Furthermore, creativity in writing saw an uplift HOTs activities often involve open-ended questions and scenarios that stimulate imaginative and innovative responses Students, therefore, learned to approach essay writing as a creative process, exploring diverse angles and embedding a piece of personal insight and

62 flair into their work This not only enhanced their linguistic range but also made the act of writing more engaging and fulfilling

However, the introduction of HOTs activities was not devoid of challenges The primary obstacle was the initial resistance from students, many of whom were accustomed to rote learning and straightforward tasks The shift to HOTs necessitated a change in mindset both for students and educators, who had to embrace a more dynamic classroom environment Additionally, assessing the outcomes of HOTs activities posed its own set of complexities, as conventional grading systems were often inadequate to capture the depth of understanding and creativity that HOTs aims to develop

In light of the findings, the insertion of HOTs into the EFL instructional framework has evidently uplifted the standard and effectiveness of essay writing among students This initiative not only enhances their linguistic abilities but also equips them with critical life skills such as analytical thinking, problem-solving, and creative communication Therefore, the broader educational implication of this research advocates for a more integrated approach to teaching that bridges language learning with cognitive development.

Implications

Essay writing abilities are crucial for EFL students who want to succeed academically and communicate in English-speaking situations Traditional instruction typically fails to prepare EFL students for essay writing's difficulties HOTs activities are used to improve EFL students' essay writing in an international school setting Teachers may empower children to write clearly by incorporating HOTs exercises into the curriculum to promote critical thinking, creativity, and language skills

The results of the current study indicate a decrease in students' cognitive processing load and an increase in affective values, as well as improved writing test scores, following the intervention Consequently, students must consciously include

63 these HOT exercises and cultivate their own collection of writing methods to enhance their writing proficiency

Additionally, according to the students' accounts, EFL students, particularly those classified as LOTs students, encountered specific challenges in terms of structuring their thoughts, constructing persuasive arguments, and adhering to academic writing conventions during the intervention The apprehension of grammatical or lexical errors may also restrict their creative writing abilities and self-assurance HOTs activities stimulate students' cognitive processes beyond mere information recall Engaging in the processes of analyzing, evaluating, and synthesizing information facilitates the acquisition and enhancement of higher-order cognitive abilities in students In order to enhance their writing abilities and achieve proficiency as writers, it is necessary for individuals to engage in more writing exercises both within and beyond the classroom It is crucial to recognize that relying solely on strategy instruction is insufficient for achieving optimal improvements in students' writing abilities Students must also integrate other factors, such as self-motivation, a desire for English learning, and the development of learner autonomy, in order to excel in the specific skill of writing and meet broader English learning objectives

5.2.2 Implications for teachers and educators

Teaching EFL essay writing with HOTs activities is multifaceted Essay writing requires critical reading, ideation, and collaboration, which teacher-designed projects can help students do Students can analyze, understand, and argue complicated texts in Socratic seminars Participatory brainstorming allows students generate ideas and refine arguments with peers

Moreover, the incorporation of literature circles encourages students to engage with authentic literary texts, analyze character motivations, and explore thematic elements skills that are transferable to essay writing Through guided discussions and reflective journals, students can deepen their comprehension of literary works and develop the analytical prowess necessary for crafting sophisticated essays HOTs activities may improve EFL students' essay writing skills, although their

64 execution may be difficult Resources, time, and overloaded curricula may prevent educators from incorporating HOTs activities HOTs exercises must also be differentiated and scaffolded for EFL learners' varying requirements and skill levels Teachers must combine intellectual challenge and support to achieve student success

Educators play a pivotal role in this educational shift They must be equipped with not only the right tools but also the mindset to foster an environment where high-order thinking is the norm Professional development programs focused on how to design and implement HOTs activities effectively can aid in this transition Furthermore, assessment methods need to evolve to appropriately measure the depth of understanding and creativity that HOTs activities are designed to foster, moving beyond traditional metrics of grammatical precision and fluency

The adoption of HOTs activities in teaching essay writing to EFL students at international schools represents a forward-thinking, comprehensive approach to education It not only enhances the students‟ language capabilities but also equips them with crucial, transferable intellectual skills This educational strategy not only prepares students to excel academically but also empowers them to navigate and contribute meaningfully to a complex, interconnected world As such, schools should consider integrating HOTs activities into their curricula as a pathway to cultivating globally competent communicators and thinkers

This study was subject to four significant limitations that have consequences for future research The initial constraint is to the little sample size of participants Another constraint was the duration of the instructional course A six-week duration of implementing HOTs may not provide sufficient time for noticeable disparities in writing proficiency to become apparent Despite the students in this study experiencing considerable improvements following the intervention, they still had challenges in their writing Due to constraints on time and finances, these limitations were inevitable for this study However, it would be intriguing to carry

65 out comparable research on a broader scope and for an extended duration

Furthermore, the research may have been constrained by the limitations of its data collection instruments The research utilized a questionnaire, interview technique, and learning reflections to examine students' opinions and reactions However, the focus was on reflecting the findings rather than actual implementation in practice The cognitive and metacognitive processes that accompany the utilization of various HOTs activities by students during the writing process cannot be comprehensively documented and elucidated In future research, it may be beneficial to incorporate other methods, such as class observations, think-aloud procedures, or learning diaries/logs, to gather data from non-English major high school students and ensure the accuracy and reliability of the findings

While the study has yielded useful findings and insights into the integration of HOTs in EFL secondary education, it also highlights several areas for further research on this topic The current study aims to examine the influence of sHOTs activities on enhancing the writing abilities of grade 11 students who are not majoring in the subject, within the context of an international school It is worthwhile to perform research that examines the same issue for students who have various majors and are in different grades, but are in the same learning environment The present study's results can be triangulated

Additionally, it can offer a more detailed explanation and offer valuable perspectives on the effects that such an interactive writing approach may have Furthermore, the present study utilized a within-group design to examine the utilization of HOTs activities by students, as well as their perspectives on the application of HOTs, using the same participants Additional research can concentrate on the comparisons between a control group and an experimental group to offer more profound understanding of the effects of HOTs activities

Furthermore, future research can shift its focus towards examining the instructional methods employed by teachers, as well as their perspectives and beliefs, within the framework of sociocultural theory This approach will shed light

66 on the support and guidance provided by instructors during the strategy instruction process for students One significant limitation of this study may be attributed to the research strategy During the scheduled data collection, the students in the current study were expected to complete their essay writing at home, which caused challenges in carrying out the data gathering procedures Consequently, the students' writing performance was not assessed Additional research can be conducted using a more suitable methodology to produce more compelling and trustworthy findings

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