English classes as scenarios for higher thinking and autonomy

Abstract

This paper outlines the preliminary findings of a research project on the implementation of SMART (Specific, Measurable, Achievable, Realistic, and Time based) goals in TEFL (Teaching English as a Foreign Language) settings in order to foster Higher Order Thinking Skills (HOTS). This study was carried out at Universidad Santo Tomás (Villavicencio-Colombia) under the framework of the qualitative research approach, and the action research cycle was implemented. Thus, the instruments used to collect data were students’ journals, a speaking rubric and a survey. The results show that the sample population (sixth semester law students) became quite skilled in analyzing, evaluating and creating based on the study of current problematics. Furthermore, they took the first steps toward a more elaborate speaking performance, and advanced along the path toward autonomy.