Barriers and Challenges in Using Multimodal Texts to Promote High-Order Thinking Skills in Teaching Reading-Viewing Elements
Selvy Marleny Mbuik, 23021340121 [email protected]
Paragraph 1: The importance and currency of the research
Alt 1: The importance of promoting high-order thinking skills in teaching reading-writing elements
Paragraph 2-6: General and operational definitions
Paragraph 2-3: Teaching reading-viewing elements for 10 grade students
Paragraph 4: Promoting high-order thinking skills in ELT in Teaching reading-viewing elements
paragraph 5 - 6: Using Multimodal texts to High-order thinking skills in teaching reading and viewing
Paragraph 7: The introduction of gaps
Paragraph 8: Research objectives: to investigate Barriers and challenges in promoting high- order thinking skills in teaching reading-viewing elements using multimodal texts.
Paragraph 9: Novelty of the research
Introduction
Promoting high-order thinking skills in teaching reading-viewing elements using multimodal texts is crucial for students to develop critical thinking and analytical skills (Yanto & Kusrin, 2020). However, teachers may encounter barriers and challenges in effectively implementing this approach (Thamrin et al., 2019). These obstacles include limited access to suitable multimodal texts, inadequate training and resources for teachers, and the necessity for a shift in traditional teaching methods (Julinar, 2019). Moreover, cultural and linguistic diversity among students can present challenges in fostering high-order thinking skills. Some studies suggest that integrating the higher-order thinking Skills strategy can improve reading comprehension and enhance students' ability to understand academic texts. (Mason, 2015)
Barriers and Challenges
1. Limited access to appropriate multimodal texts: One of the barriers to promoting high-order thinking skills in teaching reading-viewing elements using multimodal texts is the limited availability and accessibility of appropriate multimodal texts.
Teachers may struggle to find engaging and relevant multimodal texts that align with their curriculum and meet the diverse needs and interests of their students (Julinar, 2019)
2. Lack of training and resources for teachers: Another challenge is the lack of training and resources for teachers to incorporate multimodal texts and promote high-order thinking skills effectively. Teachers may not have received adequate training on how to select and utilize multimodal texts, as well as strategies for facilitating high-order thinking skills. (Bautista & Gutierrez, 2020)
Multimodal text
Reading Viewing Elements
Method
- qualitative
Result
Conclusion
