Habits of Mind in the ESL Classroom

Bee, Maria Shu Hong; Seng, Goh Hock; Jusoff, Kamaruzaman

doi:10.5539/elt.v6n11p130

“…Another goal of teaching thinking skills is internalization which combines with metacognitive thinking to develop self-management and self-regulation. Therefore, Bee et al (2013) illustrate that Habits of the mind are habituated through their efforts. Essentially, students start to explore and then develop their ideas and points of view, applying previous knowledge to new situations, and generating additional ideas for discussion.…”

Section: Habits Of Mindmentioning

confidence: 98%

“…Suto (2013) states that effective teaching targets the minds of learners and aims at developing deep and lifelong learning. Additionally, Bee et al (2013) assert that developing dispositional thinking and engaging students in thinking activities help students comprehend and stop memorizing facts, apply information, and solve problems inside and outside the classroom. Accordingly, Elyousif and Abdelhamied (2013) assure that habits of mind (HoMs) are significant for students to think, practice, solve problems, communicate, and assess themselves as learners.…”

Section: Introductionmentioning

confidence: 99%

A Program Based on Some Habits of Mind to Develop English Speaking Skills of Secondary Stage Students

Ali¹,

El-Henawy

²

,

Bassuony

³

2023

Port Said Journal of Educational Research

0

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The present research investigated the effectiveness of implementing a program based on some habits of mind (HoMs) on improving the English speaking skills of secondary-stage students in technology-enhanced classrooms. This research adopted the quasi-experimental design. The subjects of this research were (50) participants, they were selected randomly from first-year secondary stage students at Port Said Military Secondary School for boys. They were divided into two groups (control and experimental). To determine the most required EFL speaking skills to be developed, a questionnaire containing a list of such skills with their performance sub-skills was designed for TEFL specialists. Based on the selected skills, the researchers designed a pre-post speaking test and a scoring rubric for collecting data. Results revealed that the program based on some HoMs was effective in developing the targeted English speaking skills. The research is concluded by providing suggestions for future instructional practice and research directions.

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“…Accordingly, it is essential to improve persuasive writing skills since persuasive writing is one of the most common types of writing prompts in many writing textbooks (Barzanji, 2016). Many researchers emphasized the importance of developing thinking skills as habits of mind among students and providing them with opportunities to practice a variety of habits of mind based activities through contexts; since developing habits of mind is reflected positively on students' learning performance (Bee,seng & Jusoff, 2013;Swart, 2008;and Khoon, 2006).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Obviously, and unlike Science and Mathematics, research in implementing habits of mind in the field of English language teaching and learning seems to be rare. Despite of that, there was an attempt by Shu Hong Bee, et al (2013) to investigate the use of habits of mind in English as a second language reading. Through the analysis of the data, he found that students engaged in all of the habits of mind throughout the reading sessions.…”

Section: Productive Habits Of Mindmentioning

confidence: 99%

The Effect of SPAWN Strategy in Developing Persuasive Writing Skills and Productive Habits of Mind

Alkthery¹,

Al-Qiawi²

2020

AWEJ

3

0

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This research investigated the effect of SPAWN strategy in developing persuasive writing skills and productive habits of mind in the English language among second secondary grade students. The study adopted the quasi-experimental design, which involves two groups: experimental and control. For data collection, the researcher designed the following instruments and materials: the teacher's guide to teach persuasive writing and develop productive habits of mind by using SPAWN strategy, persuasive writing skills test and rubric, and the productive habits of mind scale. These instrument were applied to a sample of sixty students in the second secondary grade. Data were analyzed through Pearson's correlation coefficient, independent samples t-test, paired-samples t-test, and ETA squared. The findings revealed statistically significant differences between the mean scores of the experimental and the control groups in the post-administration of persuasive writing test and productive habits of mind scale in favor of the experimental group. Also, the results obtained through the paired-sample t-test and the Eta squared showed that the experimental group students achieved significantly higher scores in the post-tests. Besides, Pearson's correlation coefficient revealed the strong positive correlation between persuasive writing skills and the four selected productive habits of mind, which are: Thinking flexibly, Questioning and Problem posing, Apply prior knowledge to new situations, Creating Imagining and Innovating. In recommended , include the persuasive writing skills in second secondary grade students' textbook and teachers' guide to help teach, develop and evaluate students' persuasive writing skills effectively. Besides, including the procedures of SPAWN strategy in the teachers' manual to enhancing students persuasive writing and promote productive habits of mind. 461Productive habits of mind are the intelligent behaviors, guides, and motivators that are practiced by individuals in a new situation and require employing the previous experience to make final decisions. Productive habits of mind include; persistence, managing impulsivity, listening to others with understanding and empathy, think flexibly, thinking about their thinking, striving for accuracy, questioning and posing problems, applying past knowledge to new situations, thinking and communicating, gathering data through all senses, creating and imagining, responding with wonderment, taking responsible risks, finding humor, thinking interdependently and learning continuously .With the increased attention to the need for adopting effective learning instruction, the SPAWN strategy is an effective multi-purposes learning strategy. It is a cognitive instructional strategy that integrates reading and writing to target different subject areas. It is designed to engage

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“…Accordingly, it is essential to improve persuasive writing skills since persuasive writing is one of the most common types of writing prompts in many writing textbooks (Barzanji, 2016). Many researchers emphasized the importance of developing thinking skills as habits of mind among students and providing them with opportunities to practice a variety of habits of mind based activities through contexts; since developing habits of mind is reflected positively on students' learning performance (Bee,seng & Jusoff, 2013;Swart, 2008;and Khoon, 2006). Hypotheses 1-There are no statistically significant differences at (α ≤ 0.05) level between the mean scores obtained by students of the experimental group and those of the control group in the post-test of persuasive writing skills.…”

Section: Statement Of the Problemmentioning

confidence: 99%

The Effect of SPAWN Strategy in Developing Persuasive Writing Skills and Productive Habits of Mind

Alkthery¹,

Al-Qiawi²

2020

Preprint

1

0

View full text Add to dashboard Cite

This research investigated the effect of SPAWN strategy in developing persuasive writing skills and productive habits of mind in the English language among second secondary grade students. The study adopted the quasi-experimental design, which involves two groups: experimental and control. For data collection, the researcher designed the following instruments and materials: the teacher's guide to teach persuasive writing and develop productive habits of mind by using SPAWN strategy, persuasive writing skills test and rubric, and the productive habits of mind scale. These instrument were applied to a sample of sixty students in the second secondary grade. Data were analyzed through Pearson's correlation coefficient, independent samples t-test, paired-samples t-test, and ETA squared. The findings revealed statistically significant differences between the mean scores of the experimental and the control groups in the post-administration of persuasive writing test and productive habits of mind scale in favor of the experimental group. Also, the results obtained through the paired-sample t-test and the Eta squared showed that the experimental group students achieved significantly higher scores in the post-tests. Besides, Pearson's correlation coefficient revealed the strong positive correlation between persuasive writing skills and the four selected productive habits of mind, which are: Thinking flexibly, Questioning and Problem posing, Apply prior knowledge to new situations, Creating Imagining and Innovating. In recommended , include the persuasive writing skills in second secondary grade students' textbook and teachers' guide to help teach, develop and evaluate students' persuasive writing skills effectively. Besides, including the procedures of SPAWN strategy in the teachers' manual to enhancing students persuasive writing and promote productive habits of mind.

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Habits of Mind in the ESL Classroom

Cited by 3 publications

References 13 publications

A Program Based on Some Habits of Mind to Develop English Speaking Skills of Secondary Stage Students

A Program Based on Some Habits of Mind to Develop English Speaking Skills of Secondary Stage Students

The Effect of SPAWN Strategy in Developing Persuasive Writing Skills and Productive Habits of Mind

The Effect of SPAWN Strategy in Developing Persuasive Writing Skills and Productive Habits of Mind

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