Using Higher- Order Cognitive Processes to Develop the Students' Reading and Writing Skills and Modify their Beliefs about the English Language at Birzeit University

Abstract

The current research aimed at investigating the effect of using four higher-order cognitive processes, inference, analysis, prediction, and reflection, on developing English 102 students’ reading and writing as integrated skills. It also explored the effect of these processes on modifying students’ beliefs about learning English as a Foreign Language (EFL) at Birzeit University through conducting an instructional program on an experimental group (N.22) in the first semester, 2012. With reference to literature and previous related studies, the higher order-cognitive processes and reading and writing skills were selected to be the bases of the instructional program. Horwitz’s (1987) Beliefs about Language Learning Inventory (BALLI) and a pre-post test were administered to the participants before and after teaching the program. Quantitative and qualitative analyses were used to investigate the students’ development in reading and writing and modifications in beliefs about language learning. A satisfaction scale was administered the participants, an interview was conducted with a focus group of five students, and artifacts were analyzed to get detailed qualitative data about the effect of the program on their language skills, beliefs, and degree of satisfaction. The Statistical Package for the Social Sciences (SPSS) was employed to analyze quantitative data. The results revealed that there were statistically significant differences at 0.05 level between the participants’ pre and post test mean scores in favor of the post test, and there were significant modifications in students’ beliefs about learning a foreign language, which could be attributed to the instructional program. Besides, students expressed satisfaction of the whole program. The researcher came to the conclusion that using higher-order cognitive processes had a positive effect on developing students’ reading and writing skills and on modifying their preconceived beliefs about language learning