Addressing Learners’ Struggles to Answer HOTS Questions in SPM 1119/3: Part 1

Image credit to: https://www.researchgate.net/figure/Lower-Order-Thinking-Skills-LOTS-and-Higher-Order-Thinking-Skills-HOTS_fig3_370313471

For sure, not all but some of the SPM 1119/3 candidates may find it difficult to answer Higher-Order Thinking Skills (HOTS) questions. This occurs for certain reasons. First of all, I believe it is due to their language proficiency. HOTS questions often require learners to analyse, evaluate, and create ideas, which demand a higher level of language skills than basic communication.

Next, I would say it is due to their vocabulary and grammar limitations. Answering HOTS questions often involves using more sophisticated vocabulary and complex sentence structures. If learners lack the necessary vocabulary or grammatical knowledge, they tend to struggle to articulate their answers in a nuanced way. In fact, their response becomes worse if they do not even understand the HOTS question posed to them.

From my perspective, as English Language teachers, we must also be aware of the demand of the cognitive load when our learners have to answer HOTS questions. They are expected to use critical thinking skills. For second language learners, this can create a cognitive overload, as they have to focus not only on the content of the answer but also on finding the right words, phrases, and grammar in the target language.

Confidence is another issue which we must not take for granted. Would you agree with me? Many second language learners might feel anxious about making mistakes, especially when dealing with complex questions. This fear of being wrong or laughed at can hinder their ability to answer HOTS questions. Additionally, the limited time given to respond to the HOTS question also contributes to their nervousness.

Indeed, it is also difficult for some learners to present a good answer for the HOTS question due to the translating thoughts which involve attempts to formulate their answers in their native language first and then translate them into the target language; English. This process can lead to awkward phrasing, loss of meaning, or misinterpretation of the original idea, making it difficult to provide an appropriate response to HOTS questions.

As far as I am concerned, all those factors mentioned above are real. Are we going to ignore them? Definitely, no. Learners who have issues answering HOTS questions can be helped, motivated and coached through sufficient practices. It could be a cliche but ‘Practice Makes Perfect’ is still very practical here. No doubt, there are tons of materials for SPM 1119/3 out there but in this write-up, I would like to offer my 100 HOTS questions and sample answers which SPM 1119/3 candidates can use for their practices. I personally formulated those questions and sample answers. They may not be the best but I am positive they can be useful. For the first part, I will share 25 HOTS questions and answers. Teachers, please feel free to edit any of the suggested answers. Please give your learners opportunities to offer their own personal views which could be better than the suggested ones.

Note: Part 1 only presents Questions 1-24. To be continued.