Theoretical Framework for Integrating Higher-order Thinking into L2 Speaking

Abstract

This paper proposes an innovative framework to foster students’ higher-order thinking and L2 speaking. The importance of higher-order thinking has been highlighted and reflected in L2 education. One way to engage L2 learners in thinking is to ask them higher-order questions. Empirical research has shown the effectiveness of higher-order questioning on L2 speaking and cognitive development. However, questioning behavior itself has a number of disadvantages for learning and, without addressing these issues, the effect of higher-order questioning can be limited. To employ questioning to its best effect, this paper, based on a review of the literature, proposes a theoretical framework. The metadesign of the framework, including teacher questioning, group discussion and student question generation, is used to overcome the disadvantages of questioning, while the microdesign of the framework, incorporating wait-time, question refinement and probing, is intended to tackle the technical problems of eliciting non- and restricted responses from students. This framework also helps to equip students with discussion skills in a social context and to utilize higher cognition proactively. An experiment was carried out in a university English class to validate the framework, and pedagogical implications and suggestions for applying this framework are made.