Six Thinking Hats: A Study to Understand the Reasons and Extent of their Application in the English Language Classroom
DOI:
https://doi.org/10.17722/jell.v1i3.22Keywords:
Six Thinking Hats, English Language Classroom, Critical Thinking, Higher-Order Thinking, Metacognitive ProcessAbstract
A qualitative case study was carried out in a school that encourages the application of the Six Thinking Hats (STH) to understand the reasons and extent of their application in the English Language classroom. The purpose of this study is to fill the gap in the literature in this area with the view to help situate the factors affecting the STH application. Research methods applied in the research include interview as well as the distribution, collection and data analysis of both teachers and students’ survey questionnaires, using systematic and convenience sampling methods. From these, the factors affecting the application of the Six Thinking Hats in the English Language classroom was identified. Moreover, the extent to which the STH are implemented at different levels of education were found to conform with the factors of the STH application. Responses regarding the use of the Six Hats were generally positive but varied mainly according to teachers’ personal educational beliefs as well as students’ language competency levels and thinking skills. In order to increase the effectiveness of the STH application in all classes, beginning from the early levels of education, implications include a whole-school approach to create awareness and to encourage implementation. Positive implications of applying the STH is found to be related to its practicality and further recommendations as to how the STH may be applied in various classes to maximize learning outcomes by directing learners to think independently from an early age are made. Finally, areas which this study may be used for future research are also suggested.
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