Integrating Higher Order Thinking Skills (HOTS) Activities to Enhance English-Speaking Proficiency among Form Four Students

Abstract

The integration of Higher Order Thinking Skills (HOTS) into the teaching of English-speaking skills represents a pivotal strategy in enhancing communicative competence among secondary school students. This study aims to assess the impact of HOTS-based activities on the speaking skills of Form Four students. Using a quasi-experimental design, 30 students with equal academic achievement levels were purposively sampled from a secondary school in Malaysia. The study merged McBer's Competency Theory (1996) with Vygotsky's Constructivist Approach (1978), operationalised through the 5E Instructional Model. Data were collected using pre- and post-tests, classroom observations, and reflective interviews. Analysis was conducted using paired samples t-tests via SPSS version 30. Findings revealed a statistically significant improvement in students' speaking performance [t(29) = -16.709; p < 0.05]. Students showed notable advancement in idea relevance, vocabulary selection, grammatical complexity, register appropriateness, and speech creativity. The study concludes that HOTS activities substantially enrich English-speaking competencies and are suitable for application across other language subjects. The results underscore the commercial and pedagogical value of HOTS in creating critical, articulate learners for the 21st century.