publication . Article . 2017

Higher-Order Thinking in Foreign Language Learning

Maria Altina Silva Ramos; Ascensão Bastos;
Open Access English
  • Published: 25 Mar 2017
  • Publisher: Society for Science and Education
  • Country: Portugal
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 ...
free text keywords: Cognitive Tools, Higher-Order-Thinking, Self-Regulation Process, Transfer, YouTube videos, :Ciências da Educação [Ciências Sociais], Ciências Sociais::Ciências da Educação, Higher-order thinking, Portuguese, language.human_language, language, Eleventh, Foreign language learning, English language, Curriculum, Thinking processes, Pedagogy, Psychology
Related Organizations
Funded by
FCT| PEst-OE/CED/UI1661/2014
Strategic Project - UI 1661 - 2014
  • Funder: Fundação para a Ciência e a Tecnologia, I.P. (FCT)
  • Project Code: 135984
  • Funding stream: 5876
26 references, page 1 of 2

European Comission. “Information and Communication Technologies.'ICT Work Programme 2013.'” 2011.

D. Tapscott. Grown up digital: how the net generation is changing your world. New York, USA: McGraw-Hill, 2009.

D. Oblinger. Boomers, Gen-Xers, Millennials: Understanding the new students. EDUCAUSE Review, 38(4), 37-47, 2003.

G. Siemens. “Connectivism - A learning theory for the digital age,” Int. J. Instr. Tecnol. Distance Learn., vol. 2, 2005.

R. Paul and L. Elder. Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life, 2nd ed. New Jersey, USA: Pearson, 2014.

Cambridge, England. Cambridge University Press, 2001.

J. Gordon, G. Halasz, M. Krawczyk, A. Michel, E. Putkiewicz, and J. Wisniewski. “Key Competences in Europe: Opening Doors for Lifelong Learners Across the School Curriculum and Teacher Education,” Warsaw, Poland, 2009.

C. Coll, E. Martin, T. Mauri. O construtivismo na sala de aula. S. Paulo, Brasil: Ática, 2006.

D. P. Ausubel. Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston Inc., 1968.

J. Bruner. The process of education. Harvard University Press, 1999.

A. Damásio. O Erro de Descartes - Emoção, Razão e Cérebro Humano. Publicações Europa-América Lda., 1998.

M. Lipman. Thinking in Education, 2nd ed. UK, Cambridge: University Press, 2003.

G. Siemens. Knowing knowledge. Raleigh, North Carolina,USA:, 2006.

H. Gardner. Multiple intelligences. The theory in practice. New York, USA: Basic Books, 1993.

J. M. Paraskeva and L. R. Oliveira. “Teoria Crítica, Currículo e Tecnologia Educativa,” in Currículo e Tecnologia Educativa, vol. 2, no. Pedago, J. M. Paraskeva and L. R. Oliveira, Eds. Mangualde, Portugal: Pedago, 2008, pp. 7-17.

26 references, page 1 of 2
Any information missing or wrong?Report an Issue