Exploring HOTs through Lecturers’ Beliefs and Practices in Teaching Speaking Skills

Exploring HOTs through Lecturers’ Beliefs and Practices in Teaching Speaking Skills | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring HOTs through Lecturers’ Beliefs and Practices in Teaching Speaking Skills Syilvia Mustanuri Jannah, Nur Hidayanto Pancoro Setyo Putro, Erna Andriyanti This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7723916/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 11 You are reading this latest preprint version Abstract Fostering HOTs in teaching speaking is crucial for developing effective communication, critical thinking, and problem-solving abilities in students. However, despite the paramount importance of effective communication in the 21st century, there is a limited of research investigating the incorporation of HOTs in teaching speaking. This qualitative phenomenological study aimed to investigate lecturers' beliefs and practices in teaching speaking to achieve HOTs among university students. Semi-structured interviews were conducted with five English lecturers from a private university in Central Java, Indonesia. The findings revealed a consent among lecturers about the significance of teaching speaking to develop HOTs, encompassing analysis, evaluation, and creation of original ideas. Lecturers' beliefs influenced their roles, learning objectives, teaching strategies, use of technology, and assessment. Lecturers’ practices included adapting teaching methods to cater to diverse student needs, incorporating engaging technologies, fostering collegial cooperation, and continuous professional development. Lecturers drew from formal training, peer learning, online resources, classroom experiences, and scholarly literature to enhance their expertise in teaching for HOTs. This highlighted the need for targeted professional development programs and evidence-based pedagogical approaches to effectively integrate HOTs in speaking instruction, ultimately equipping students with the essential communication and critical thinking skills required for success in the 21st century. HOTs Lecturers' Beliefs Lecturers' Practices Teaching Speaking 21st Century Skills Figures Figure 1 Figure 2 1. INTRODUCTION In the 21st century, the skill to communicate proficiently, engage in critical thinking, and address intricate challenges has gained greater significance (Partnership for 21st Century Skills, 2013 ). It is essential for higher education institutions to preparing students for the needs of the modern workforce, which places a high emphasis on speaking and other forms of communication skills. Effective communication entails more than just conveying information clearly; it also necessitates the ability to engage in HOT processes such as analyzing arguments, evaluating evidence, and developing creative solutions. As our world becomes increasingly complex and sophisticated, the ability to think effectively holds paramount importance. HOTs have become essential life skills for individuals navigating modern society (Kosasih et al., 2022 ; Kwangmuang et al., 2021 ; Setyarini et al., 2018 ). As rapid socioeconomic changes unfold, people are frequently tasked with solving diverse problems and making critical decisions (Hynes et al., 2020 ). Hence, it is essential to equip students with HOTs that empower them to conduct analysis, evaluate, and create; however, it presents a multifaceted challenge for lecturers. This study investigates lecturers' beliefs and practices in teaching speaking to achieve HOTs, a crucial aspect of 21st-century skill development. Numerous researchers have explored the significance of HOTs in language education. As suggested by Su et al., 2012 , educators, by focusing on this cognitive level, can empower students to be lifelong learners and active contributors to society. Most researchers have focused on investigating HOTs in the context of teaching reading skills. However, speaking skills are critical in the 21st century, as they are essential for effective communication and knowledge exchange in today's interconnected world. Despite effective speaking abilities are highly valued, there is a lack of research investigating how to incorporate HOTs into teaching speaking. Prior studies have mainly focused on the role of HOTs in reading comprehension. For instance, Thamrin et al., 2019 explored the problems and identified the development of HOTs for the students’ Kuningan University, then (Ansori & Nurkamto, 2019; Jannah, 2018 ) investigated teachers’ beliefs on fortering HOTS in teaching reading and how the beliefs were reflected into actual classroom implementation. While these studies have shed light on the significance of HOTs in language learning, there is a need for further research to explore HOTs in teaching speaking skills. As emphasized by Chen & Hwang (2020), speaking is a fundamental aspect of language proficiency and effective communication. Therefore, exploring the integration of HOTs in teaching speaking skill is paramount in enhancing language proficiency and communication effectiveness. Previous studies have investigated lecturers' beliefs and practices (Borg & Alshumaimeri, 2019 ); his study reinforced the interconnectedness between teachers' cognitions and their instructional decisions, highlighting the influence of lecturers' personal theories on their classroom practices, which can either facilitate or hinder the development of HOTs. In line with this, (Bereczki & Kárpáti, 2021 ; Jannah, 2018 ; Mao & Crosthwaite, 2019 ) explored the lecturers' beliefs and practices through a case study while (Karim et al., 2020 ) through a phenomenological approach. However, while these studies shed light on various aspects from lecturers' perspectives, only a limited number have specifically investigated the incorporation of HOTs in teaching speaking from lecturers' perspectives (Aziz & Kharis, 2021 ; Barak & Shakhman, 2008 ; Chen et al., 2018 ; Wigati et al., 2023 ). The existing research is still limited to theoretical aspects or general concepts of HOTs, and there has been slight research exploring its practical implementation in classrooms, especially in teaching speaking skills. Additionally, there is a gap between lecturers' beliefs about HOTs and the practices implemented in the field, which has not been extensively explored in the existing literature (Wigati et al., 2023 ). This study seeks to address this gap by offering insights into lecturers' beliefs and practices regarding teaching speaking with the aim of achieving HOTs. By doing so, it aims to contribute to the current existing knowledge in this domain, thereby enriching our understanding of effective speaking teaching within the framework of HOTs. Furthermore, the motivation for this research stems from the recognition that effective speaking skills, coupled with HOTs abilities, are essential for students to thrive in the 21st century. In the current competitive employment landscape, employers are not only searching for candidates who excel in effective communication but also those who think critically, solve problems, and generate innovative ideas (Partnership for 21st Century Skills, 2013 ). By understanding lecturers' beliefs and practices, we can identify areas for improvement and develop targeted professional development programs to enhance the teaching of speaking with a focus on HOTs. To achieve this objective, the following research questions will guide the study: What are lecturers' beliefs about teaching speaking to achieve HOTs? What practices do lecturers employ to develop students' speaking skills to achieve HOTs? By addressing these research questions comprehensively, this study aims to provide valuable insights that can inform and enhance lecturers' practices in teaching speaking while fostering students' HOTs. Moreover, this research is expected to contribute to the development of HOTs in both theory and practice within higher education. This study also aims to provide practical recommendations that can be implemented to enhance students' higher-order thinking abilities within the context of teaching speaking skills. 2. LITERATURE REVIEW Nowadays, the development of HOTs in education has gathered significant attention due to its potential to boost students' critical thinking, problem-solving, and decision-making skills (Hamzah et al., 2022 ; Ibrahim et al., 2020 ; Matthee & Turpin, 2019 ; Rezaei & Beheshti Shirazi, 2024 ). HOTs are essential skills in the 21st century, where complex challenges demand innovative solutions. Individuals equipped with strong HOTs are better prepared to navigate uncertainties and contribute positively to their communities and professions. It is also mentioned by (the Partnership for 21st Century Skills, 2013 ) that the competencies essential for the modern era include critical thinking, problem-solving, communication, and collaboration. The pursuit of fostering HOTs in speaking is grounded in several influential theories. Early on, Bloom's Revised Taxonomy (Anderson & Krathwohl, 2001 ) offers a structure for classifying cognitive functions, highlighting the significance of progressing from basic knowledge acquisition to HOTs such as analyzing, evaluating, and creating, Bloom's Revised Taxonomy also includes Lower Order Thinking Skills (LOTs) encompassing remembering, understanding, and applying. HOTs play a crucial role in speaking proficiency as they enable learners to engage in deeper cognitive processes and express complex ideas effectively. Figure 1 illustrates Bloom's Revised Taxonomy, highlighting the distinction between HOTS and LOTS, which play a pivotal role in developing learners’ speaking proficiency. Developing HOTs in language learning is essential for fostering communicative competence and preparing learners for real-world language use (Ganapathy et al., 2017 ). By engaging in HOT processes, learners can move beyond mere memorization and comprehension of linguistic forms and develop the ability to analyze language use critically, evaluate the effectiveness of communication strategies, and create meaningful and contextually appropriate utterances (Zohar et al., 2001 ). 2.1 Lecturers’ Beliefs for HOTs in Speaking Lecturers' beliefs play an important role in shaping their classroom practices, student outcomes, instructional decisions, and learning environments. Beliefs have an important role that goes beyond mere factual truths; they also shape and influence various aspects, including teaching in (Fives & Gill, 2015 ; Susanto et al., 2020 ). The success of teaching depends on lecturers’ beliefs. According to (Richards & Lockhart, 2006 ) lecturers’ belief systems are based on their perspectives, principles, and views on the teaching process as well as their understanding of the educational environment they operate within. Borg's influential work on teacher cognition (Borg & Alshumaimeri, 2019 ) has explored the interplay between lecturers' beliefs and their actions, underscoring the influence of these beliefs on various aspects of teaching, including HOT development. The influence of lecturers' personal theories on their instructional approaches, classroom dynamics, teaching methods, underscoring the importance of exploring and understanding these beliefs have been highlighted in (Richards & Lockhart, 1994 ). Furthermore, Farrell & Kennedy ( 2019 ) have also encouraged reflective practice as a means for lecturers to examine and refine their beliefs, ultimately increasing their effectiveness in promoting HOTs through speaking instruction. Developing HOTs through speaking instruction is challenging, lecturers should incorporate various strategies to encourage critical thinking and deeper understanding. Lecturers' beliefs about the process of acquiring language, the role of speaking practice, and the importance of HOTs can influence instructional decisions and classroom practices (Fives & Gill, 2015 ). Furthermore, lecturers' beliefs about their roles and those of their students can shape the learning environment and the opportunities provided for students to develop HOTs. For instance, lecturers who believe in a more student-centered approach may create opportunities for students to promote HOTs such as critical thinking, problem-solving, and collaboration (Brush & Soye, 2000 ). It enables students to participate actively in their learning, resulting in heightened engagement, motivation, and a more profound comprehension. 2.2 Lecturer’s Practice for HOTs in Speaking Numerous studies have investigated effective teaching practices for promoting HOTs in speaking instruction. Task-based language teaching (TBLT) had been widely recognized as a method which can facilitate the development of HOTs by engaging students in meaningful, tasks in authentic context that involve critical thinking, problem-solving, and creative expression (Khoram, 2019 ; Mulyadi et al., 2021 ; Ulla, 2020 ). Additionally, research has highlighted the importance of questioning strategies in supporting students' attainment of higher cognitive levels (Gozali et al., 2021 ). Cooperative, collaborative learning, problem-based, group discussion, and interaction have also been identified as valuable tools for fostering HOTs, since they promote students to participate in significant discussions, exchange varied viewpoints, and collaboratively build knowledge (Gupta & Mishra, 2021 ; Meyer et al., 2022 ). Moreover, debates are effective in improving HOTs as they challenge learners to analyze information critically, consider multiple perspectives, and make informed decisions, thereby fostering analytical thinking and problem-solving abilities (Gupta & Mishra, 2021 ; Kennedy, 2009 ; Roets & Maritz, 2017 ). In addition, (Roets & Maritz, 2017 )also suggested to incorporate constructive feedback mechanisms and creating opportunities for deep reflection and critical engagement in educational practices. Furthermore, educators can empower students to develop HOTs effectively. These strategies not only support academic growth but also prepare students with the essential skills for success in both their academic and professional pursuits. 3. METHODS 3.1 Research Resign This research employed qualitative with phenomenological design. Qualitative research is a method used to investigate and grasp individuals or groups interpretations assigned to social or human issues (Creswell, 2018 ). It is produced in written rather than number, thus the data taken from the informants or research participants. The research takes place in natural settings to provide researchers with a rich context for understanding lecturers’ behavior and experiences authentically (Creswell, 2018 ). In contrast, Phenomenology aims to capture the subjective reality of individuals and investigate the depth of their experiences without imposing preconceived theories (Creswell, 2018 ). In this study, the phenomenon under investigation was lecturers' beliefs and practices in teaching speaking to achieve HOTs. The phenomenological design is particularly suitable for this research because it enables for an in-depth exploration of the subjective experiences, perspectives, and beliefs of the lecturers (Creswell, 2018 ). Through this approach, the researcher can gain a rich understanding of the lecturers' lived experiences, which can offer valuable insights into their beliefs and practices concerning teaching speaking for HOTs. The phenomenological design also enables researchers to directly explore how lecturers interpret and implement HOTs in teaching speaking skills without being constrained by the limitations of pre-existing theories. 3.2 Participants The participants were five English lecturers from a private university in Central Java, Indonesia. The selection of the university was based on considerations of accessibility and contextual relevance, as the university's curriculum includes explicit guidelines encouraging the integration of higher-order thinking skills (HOTS) into teaching practices, including in speaking courses. Each participant had at least 5 years of experience teaching speaking and held a master's degree in English education. Before data collection, participants were fully briefed on the study's purpose and related details. It was agreed that their real names would remain confidential and coded names would be used for identification. For ethical considerations, verbal and written consent was obtained from all participants. They were allowed to choose the time and place for their interviews. The research was conducted ethically, with transparency about how the data would be analyzed and used for research purposes. The first lecturer interviewed was coded as RA. She holds a master's degree in English education and has been teaching as an English lecturer for 7 years. Her interviews were conducted face-to-face, recorded, and then transcribed. The second lecturer, coded VI, is an experienced lecturer with 16 years of teaching and interacting with various types of students. Her interviews were conducted via synchronous Zoom meetings, recorded, and later transcribed. The third lecturer, coded JM, has been teaching English for 5 years and holds a master's degree in education. His interviews were recorded and then transcribed. The fourth lecturer, coded EF, also holds a master's degree in English education and has 12 years of experience teaching as an English lecturer. Her interviews were conducted face-to-face, recorded, and then transcribed. The final participant, coded AB, had 5 years of teaching experience and a master's degree in English education. Her interviews were recorded and then transcribed. All participants were involved in teaching speaking. Table 1 provides a summary of lecturers' beliefs categorized by their years of experience and teaching focus. Table 1 Participants’ profile Research Participants’ Code Years of experience in teaching English RA 7 years VI 16 years JM 5 years EF 12 years AB 5 years 3.3 Instrument Semi-structured interviews served as the main data collection tool. This instrument allows for flexibility and follow-up questions, enabling the researcher to explore the participants' perspectives and experiences in depth (Galleta, 2013 ). An interview guide was developed based on the research questions and relevant literature to ensure consistency while also allowing for the exploration of emergent themes. The interview guide covered topics such as lecturers' beliefs about teaching speaking for HOTs, their understanding of the learning objectives, their roles and those of their students, classroom management strategies, teaching methods, use of technology and multimedia resources, assessment practices, professional development, and collaborative efforts. The interview questions were adapted from (Susanto et al., 2020 ),which had a similar theoretical foundation. Before the researcher applied it to the research participants, we modify them to meet our objectives related to lecturers’ beliefs and practices. However, to ensure the validity of the instrument for the present study, a validation process was undertaken. The initial interview guide was reviewed by two experts in the field of language education and teaching methodology to assess its content validity. Their feedback was incorporated to refine the questions, ensuring clarity, relevance, and alignment with the research objectives. The questions consist of 12 questions, with 8 questions to identify lecturers’ beliefs and 4 questions to identify lecturers’ practices in teaching speaking to achieve HOTs. The researcher expects the interview to be conducted in English as it fits the context of teaching English speaking at the university level. 3.4 Data Analysis The analysis followed the procedure suggested by (Flick & Uwe, 2013), which consists of 4 stages: (1) Transcription and Familiarization, (2) Coding and Thematic Analysis, (3) Cross-Case Analysis, and (4) Interpretation and Reporting (see Fig. 2 ). At first, transcripts of semi-structured interviews with five lecturers were carefully transcribed to ensure a detailed record of the data. Following this, the researcher engaged in a process of familiarization by repeatedly reading the transcripts to gain a comprehensive understanding of the content. Thereafter, a systematic coding process, as suggested by (Basit, 2003 ) which, is an important step in the analysis to organize and give meaning to the text data. By coding, the researcher was able to label the lecturers' beliefs regarding the significance of teaching speaking to achieve HOTs, along with the specific teaching practices conducted by the lecturers. This coding process was complemented by thematic analysis, which aimed to identify the main themes that emerged from the lecturers' beliefs and practices, such as effective teaching methods for improving students' speaking skills. Additionally, thematic analysis can also reveal the relationship between lecturers' beliefs and their teaching practices in achieving HOTs objectives in speaking learning. Moreover, cross-case analysis was conducted to compare and contrast the responses of the five lecturers, illuminating similarities and variations in their approaches. The interpretation of findings was guided by the theoretical frameworks and methodological approaches discussed in the handbook, ensuring a robust and nuanced understanding of the lecturers' perspectives. Finally, the results were synthesized and reported in a coherent narrative, incorporating direct quotes from the interviews to support critical findings and enhance the credibility of the analysis. By following this rigorous analytical procedure, the study was able to generate valuable insights into the complex interactions between lecturers' beliefs, teaching practices, and the development of HOTs in speaking. 4. RESULTS The findings revealed the lecturers' beliefs and practices regarding teaching speaking skills to achieve HOTs. This section presents the data from the semi-structured interviews with five English lecturers (#RA, #VI, #JM, # EF, and #AB). The results are organized into categories that correspond to the interview questions. 4.1 Lecturers’ Beliefs in Teaching Speaking to Achieve HOTs All lecturers agreed on the importance of teaching speaking skills to achieve HOTs. They collectively emphasize that speaking is not just about verbal communication but involves a range of cognitive and communicative skills that contribute to HOT. They believed that speaking instruction should enable students to progress beyond just remembering and understanding, towards higher levels of cognitive abilities like analyzing, evaluating, and creating original ideas and content. Specifically, lecturer #RA highlighted the progression from basic understanding to creating and analyzing, which is essential for developing HOTs. Additionally, #VI emphasized that speaking is vital for achieving educational goals, as it allows students to articulate and construct sentences effectively. #JM pointed out the importance of understanding and accurately responding to questions, which fosters critical thinking. #EF focused on the ability to generate and propose ideas through communicative strategies in speaking. For lecturer #AB explained that speaking involves integrating appropriate vocabulary, grammar, and pronunciation, all of which are necessary for HOT. Below are some of the excerpts from the interview. B refers to the displayed data shown in this section. B1 "Firstly, the student needs to remember and understand the basics. As they progress to the next level, they should be able to apply this knowledge to analyze and create on their own." (RA) B2 “HOTs means students are able to speak, produce sentences. So, it's very crucial if the students don’t speak the goals are not achieved.” (VI similar with JM) B3 “It is essential for students to effectively communicate their ideas and proposals using appropriate communicative strategies during speaking activities.” (EF, similar with AB) 4.1.1. Learning Objectives The lecturers shared a common belief that teaching speaking skills to achieve HOTs is essential. They viewed HOTs positively, and the primary learning objectives in teaching speaking skills are to enable students to express their opinions on various matters, communicate effectively in daily life, and develop critical thinking, creativity, communication, collaboration, and adaptability skills. Integrating HOTs into speaking instruction is crucial as these are the skills needed in the 21st century. The lecturers recognized that students possess the capacity for critical thinking and have the potential to attain higher levels of English language proficiency, progressing from intermediate to advanced levels. Two lecturers, VI and AB specifically emphasized the importance of communicating effectively by producing well-constructed sentences in speaking situations across different cultural contexts. They believed that mastering fundamental aspects such as correct pronunciation, good grammar, fluency, and accuracy is crucial for effective communication. These core components lay the foundation for students to achieve the broader learning objectives. B4 “Learning objectives are for students to develop critical thinking, creativity, communication, collaboration and adaptability skills. (JM, similar with RA) B5 “Integrating HOTs in speaking is essential for effective communication, problem-solving, and cultural adaptability in the 21st century. (EF, AB, and VI) 4.1.2 Lecturer Roles Lecturers play crucial roles in teaching speaking skills for HOTs. Lecture VI emphasized the importance of being a motivator, encouraging students to speak without fear or pressure, thus reducing anxiety. Another key role, highlighted by VI, is that of a facilitator, where lecturers actively engage students in the learning process, promoting participation and interaction. RA noted that overreliance on lecturer-centered methods can limit student independence and active learning. To counter this, lecturers should adopt a student-centered approach, encouraging interaction, idea generation, and critical thinking. Furthermore, JM emphasized that lecturers serve as teaching assistants, providing guidance, support, and constructive feedback to students throughout their learning journey. Their role is not to dictate or impose knowledge but rather to facilitate students' growth and understanding. Ultimately, EF mentioned lecturers' goal is to foster a sense of curiosity and enthusiasm for the teaching and learning process among students. To achieve this, various strategies can be employed, such as motivating students to be brave and confident in speaking, overcoming any hesitation or fear. Additionally, by AB, lecturers can provide tips and techniques to help students speak fluently, with minimal pauses and errors, as well as utilize interactive media and resources to support students with limited vocabulary, grammar knowledge, or pronunciation skills, enabling them to effectively deliver speeches or presentations. B6 “Lecturers should motivate students by reducing pressure and facilitating active engagement to encourage speaking. It’s better for lecturer to use student center, because it hinders student independent. We can also provide tips for speaking fluently with fewer pauses and errors (VI, RA, and AB) B7 “As teaching assistant. So here I just assist them and provide feedback to them.”(JM) B8 “There is no best role, I just as mediator. The thing that I do is to make them curious in teaching learning process.” (EF) 4.1.3 Students Roles The two lecturers, AB and RA, had same beliefs related to the students in speaking to achieve HOTs. They emphasized students to be active learners, they should exhibit confidence in speaking and strive to break through their own boundaries and weaknesses in this area. Students were urged to overcome shyness and not hesitate to ask questions, confirm information, or share their thoughts and ideas. As university students, they are expected to demonstrate a level of confidence and preparedness for classroom activities. To facilitate active participation, students were advised to prepare materials beforehand, drawing from various sources such as news articles, magazines, or online resources. This preparation allowed them to contribute informed perspectives and ideas during class discussions and interactions. The goal was for students to be active participants rather than passive recipients of information, avoiding the metaphorical "empty glass" scenario. However, the findings from VI reveals that many students still heavily depend on lecturers, with only a few demonstrating the courage to be independent learners. As university students, it is crucial for them to take ownership of their learning journey and actively work on improving various aspects of their English-speaking skills, such as building vocabulary, developing pronunciation abilities, and practicing listening comprehension. Additionally, JM highlighted that students are expected to play a central role in the classroom, acting as the main participants and drivers of the learning process. They should be knowledgeable, as EF mentioned, possessing critical thinking skills to engage in thoughtful discussions and actively participate in vocabulary-building activities. B9 “My students depend on the lecturer a lot, only some of them have a courage to be independent learner. Because they are university student, so they should be independent in improving some parts of English-speaking aspects.” (VI) B10 “Students must knowledgeable, have critical thinking in answering question, active in teaching vocabulary, having various vocabulary and confidence in speaking” (EF, AB, JM and RA) 4.1.4 Teaching Strategies The research findings reveal a variety of teaching and learning strategies employed by lecturers to foster an engaging and effective classroom environment, particularly when teaching speaking skills to achieve HOTs. Most lecturers had the same strategies, by using groups and individual work. RA recognized the importance of catering to different learning preferences by offering students the choice to work individually, in pairs, or in groups, depending on the topic being discussed. This flexibility allows students to choose the approach that makes them feel most comfortable and enables them to perform better. Lecturers understand that a "one-size-fits-all" approach may not be effective, and they strive to create an inclusive learning environment that accommodates diverse needs and preferences. A range of interactive and engaging methods are utilized, including fun games, vocabulary mastery exercises, and seating arrangements that promote participation, such as U-shaped or circular seating. These techniques encourage active involvement from all students, motivating them to perform their best and contribute to the learning experience. Lecturer also provides opportunities for students to seek guidance and coaching before presenting or performing in class, fostering a supportive and collaborative learning environment. This preparation and individualized attention help students build confidence and enhance their ability to deliver effective presentations or engage in classroom discussions. Similarly, VI emphasized group work and peer collaboration are commonly employed strategies, with lecturers dividing students into small groups or pairs based on the topic or task at hand. This approach not only promotes teamwork and collaborative learning but also allows students to engage in discussions and gain confidence by initially expressing their ideas in a more comfortable setting with their peers. Individual tasks and assessments are also incorporated, such as recording voice or video presentations, which are then reviewed and evaluated by the lecturer. This approach enables lecturers to assess individual speaking skills and provide personalized feedback while accommodating different learning styles and preferences. In addition, EF also employs various techniques to stimulate critical thinking and encourage students to express their opinions and viewpoints. These include questioning strategies, case studies, or discussion prompts that encourage students to analyze, evaluate, and produce information, fostering the development of HOTs. B11 “Mostly in the classroom, I usually divide the students in to several groups or in pairs. Sometimes I ask them to work in pairs it depends on the topic that we have on that day and Finally, in dealing with individual task I ask them to record their voice or make video and sent the file to me. “(VI, RA) B12 “By questioning to stimulate them to think, and express their point of view originally about cases. They can agree or disagree, they can clarify. (EF) 4.1.5 Technology in Teaching The research findings indicated that all lecturers recognize the importance of incorporating technology and multimedia resources to support the development of HOTs in speaking instruction. Lecturers acknowledge that the current generation of students, often referred to as Gen Z, has a strong affinity for digital technologies and frequently engages with various online platforms and gadgets. To provide to these preferences and create an engaging learning environment, RA integrated a range of digital tools and multimedia resources into their teaching strategies. These include video content from platforms like YouTube, interactive applications such as Kahoot and resources from organizations like the British Council. She believes that incorporating these technological elements can effectively enhance students' speaking skills and overall learning experience. Additionally, EF also utilized multimedia resources to present real-world problems or case studies related to current issues, such as the use of artificial intelligence. By exposing students to these relevant and thought-provoking topics, lecturers aim to stimulate HOTs, encouraging students to analyze, evaluate, and produce information while practicing their speaking abilities. JM and AB employed multimedia resources in various ways to support speaking instruction. For example, they may show videos or share articles on relevant topics to spark students' interest and encourage active participation in class discussions. Additionally, lecturers leverage online platforms to generate random speaking activities, quizzes, or prompts, fostering engagement and promoting critical thinking skills. However, VI also recognized the importance of balance and variety in their teaching approaches. While technology is a valuable tool, they emphasize the need to incorporate other methods, such as writing exercises or more traditional activities, to promote a well-versed learning experience. The goal is to generate a dynamic and diverse learning environment that provides to different learning styles and preferences. B13 “In my opinion, they are getting use to technology or gadget. I usually show them a video. I use technology but not all the time, sometimes I force them to write then speak. Technology is good, but we need to do something different. (VI) B14 “Yeah, I usually show video, podcast to my students, share articles about up-to-date context issues, So the students are interested in joining the class. Sometimes, I use website and give them topic based on the problem for example the use of AI nowadays” (EF, AB, and RA) 4.1.6 Assessment Based on the research findings, a common assessment method employed by lecturers to evaluate students' speaking skills and the development of HOTs is the use of rubrics. These rubrics serve as comprehensive evaluation tools that encompass various aspects of speaking proficiency. RA and AB response indicated that the rubrics typically include criteria such as pronunciation, intonation, body language, vocabulary usage, fluency, accuracy, communication skills, and interaction. By assessing these multiple dimensions, lecturers can gain a complete understanding of students' speaking abilities and their progress in achieving HOTs. Notably, the rubrics are designed to evaluate both HOTs and LOTs. The distinction between the two lies in the level of complexity and depth demonstrated by students in their speaking performances. Students exhibiting HOTs are expected to employ advanced vocabulary, elaborate on their ideas with greater depth, and showcase higher-level thinking skills such as analysis, evaluation, and create. In contrast, students demonstrating LOTs may rely on more common vocabulary without extensive elaboration, indicating a more surface-level understanding of the content or concepts being discussed. B15 “I use rubric, it consists of pronunciation, intonation, body language, and vocabulary. It is not only to assess HOTs but also LOTs.” (All participants) 4.2 Lecturers’ Practices in Teaching Speaking to Achieve HOTs 4.2.1 The Purpose of Change in Teaching Speaking to Achieve HOTs The research findings indicated that lecturers have adapted and evolved their teaching practices in speaking instruction over time, driven by various factors and with the overarching purpose of enhancing the learning experience and meeting the diverse needs of their students. RA and EF acknowledged the challenges they initially faced in understanding the varying capability levels of their students, ranging from poor to advanced. This realization prompted them to modify their teaching approaches to better align with the specific needs and proficiency levels of their learners. They adopted a more personalized and step-by-step approach, starting from the basics, when necessary, to ensure that students could grasp the fundamental concepts before progressing to more advanced levels. However, VI have recognized the impact of external factors, such as the COVID-19 pandemic, on students' motivation and engagement levels. In response, they have actively sought to adapt their strategies, fostering a more approachable and friendly rapport with their students to encourage active participation and maintain their interest in the learning process. JM also highlight lecturers' continuous efforts to stay attuned to changes in students' conditions and preferences over time. This adaptability allows them to evolve their teaching methods, incorporating new techniques or technologies that resonate better with the current cohort of learners. For instance, AB have transitioned from traditional textbook-based approaches to incorporating more engaging multimedia resources and technological tools, which have proven to captivate students' attention and promote active participation in the classroom. C1 “When we met up the learner at the first time we don't know the students' capability levels. Then I change the way I teach, so it fits to the students' need.” (RA similar with EF) C2 “Yes Ms, like pre and post pandemic. I feel that it's a bit hard now to make them speak, because the characteristic the student changes a lot. Previously the students' motivation was higher, but now is different. So, I change my strategies, I'm trying to become their friends. “(VI) C3 “I'd like to say, time changes me to more understand about students' condition. And the purpose is to help the students enjoy and practise more.” (JM) C4 “Previously, it was only textual then I change it by using technology they are interested in teaching learning process.” (AB) 4.2.2 Factors contributes in Choosing Teaching Method When determining the most effective teaching methods to employ, lecturers are influenced by a multitude of factors that aim to create an optimal learning experience tailored to the specific classroom dynamics. RA is influenced by the wise word "Don't teach the students in your era, but teach them with in now on the era". That is the wisdom of adapting their teaching approaches to the current era rather than relying on outdated methods from their own student days. VI and JM highlighted creating a comfortable learning environment is prioritized, as student performance thrives when they feel at ease rather than forced into an uncomfortable situation. Lecturers must remain flexible, as pre-planned lessons may need to be adjusted based on the specific conditions and receptiveness of each unique class. However, EF emphasized the overall capability levels of the students, are also major determinants of which teaching methods are most effective. Instructors aim to adapt their pedagogy to the subject matter and learners' abilities. Moreover, AB often draw inspiration from their previous teacher or lecturers, emulating teaching styles that fostered an engaging, lively, and enjoyable classroom atmosphere. C5 “The thing that influence me to use those method is a wise word that say "Don't teach the students in your era, but teach them with in now on the era." (RA) C6 “It depends on the class characteristics, sometime I have made plan in teaching, but it changes because the condition of the students.” (VI similar with JM) C7 “The levels of students' capability influence the teaching method.” (EF) C8 “My previous lecture inspires me in the way I teach speaking because her way in teaching me was so attractive and funny” (AB) 4.2.3 The Collegial Cooperation in Teaching Speaking to Achieve HOTs The research findings highlight the importance of collegial cooperation and collaboration among lecturers within their educational institutions. Lecturers engage in various forms of professional exchange and support with their colleagues, fostering a positive and productive working environment. RA has developed close friendships and strong bonds with their colleagues, often referred to as "besties." These relationships are characterized by mutual understanding, kindness, and generosity. Lecturers openly share their experiences, insights, and even the challenges they encounter with their students, whether related to academic progress, behavioral issues, or technical matters. VI emphasized that collaborative discussions and knowledge-sharing sessions are common practices among lecturers. They engage in open dialogues, exchanging ideas, teaching methods, and best practices. Through these interactions, lecturers gain valuable insights and perspectives from their colleagues, which can enhance their own teaching approaches and strategies. Moreover, JM and AB highlight constructive feedback and support to one another. They offer suggestions, share resources, and provide guidance, fostering a culture of continuous improvement and professional growth. This mutual support system not only benefits the lecturers themselves but also positively impacts the learning experiences of their students. C9 “I have many besties with different characteristics. We just sharing, cooperative, kind, and generous. Sometimes we just share about students' trouble in permission or technical.” (RA) C10 “I usually discuss to my collageous, and I got something “(VI) C11 “We share and provide feedback to each other.” (JM, similar with AB) 5. DISCUSSIONS The findings from this study offer rich insights into lecturers' beliefs and practices regarding teaching speaking skills to foster HOTs among university students. A key finding was the unanimous acknowledgment from lecturers about the importance of teaching speaking to achieve HOTs. This aligned with previous study by M. R. A. Chen & Hwang (2020), who emphasized the vital role speaking skills play in effective communication and language proficiency. The results showed that the lecturers viewed HOTs not just as verbal fluency, but as an integration of analysis, evaluation, and creation of original ideas - higher-order cognitive abilities crucial for 21st century competencies. The learning objectives identified by lecturers, such as enabling opinion expression, real-life communication, and developing critical thinking, creativity, collaboration, etc., directly resonated with Partnership for 21st Century Skills ( 2013 ) framework. This underscores how lecturers' goals extend beyond basic proficiency to equipping students with the advanced skills needed to thrive professionally. The success of teaching depends on lecturers’ beliefs (Nespor, 1987 ). It influences learning objectives, lecturers’ roles, students’ roles, teaching strategies, assessment the lecturers’ work as in line with (Richards & Lockhart, 1994 ). Lecturers play multifaceted roles to foster HOTs (Jannah, 2018 ) as motivators who create a supportive environment for students to speak confidently, and as facilitators who actively engage students in the learning process through interactive activities and constructive feedback (Roets & Maritz, 2017 ). Organizing a class was not an easy job, especially when the target in Speaking is to achieve HOTs, various strategies (Gozali et al., 2021 ; Gupta & Mishra, 2021 ; Kennedy, 2009 ; Mulyadi et al., 2021 ; Ulla, 2020 ) like group work, questioning, case studies, debates and discussions parallel techniques had applied by lecturers RA, VI, JM, EF, and AB in teaching speaking to achieve HOTs recommended by researchers Gupta & Mishra ( 2021 ) and Ulla ( 2020 ). The current generation of students highly, Gen Z, engaged with digital technologies (RA), prefers the incorporation of technology and multimedia resources in teaching speaking for HOTs, aligning with the findings emphasized by researchers. This finding supports the recommendations of scholars who advocate for the integration of technology in language learning (Abdulrahaman et al., 2020 ). The assessment methods employed by the all-lecturers RA, VI, JM, EF and AB, particularly the use of rubrics, are consistent with best practices in evaluating speaking skills and HOTs. The use of rubrics aligns with the principles of Bloom's Revised Taxonomy (Anderson & Krathwohl, 2001 ) which provided a framework for classifying cognitive functions and distinguishing between LOTs and HOTs. Furthermore, learning through a multimodal approach that integrates text, audio, visual, and digital interactive elements can enhance students' cognitive engagement at a deeper level (Karjagdi Çolak, 2024). This approach naturally facilitates the development of Higher Order Thinking Skills (HOTS) within the learning process (Xie et al., 2025). Furthermore, the adaptive nature of lecturers' practices, evolving to cater to diverse student needs (RA, EF), external factors like the COVID-19 pandemic (VI), and changing generational preferences, underscores the importance of continuous professional development and reflective practice (Farrell & Kennedy, 2019 ). Lecturers' willingness to modify their approaches, incorporate engaging technologies, and foster a supportive learning environment demonstrates their commitment to providing an optimal educational experience personalized to the specific needs of their students. Another noticeable practice was the multitude of factors considered when choosing teaching methods. Lecturers aimed to stay relevant to the current era (RA), prioritized comfortable learning environments (VI, JM), personalized methods to student abilities (EF), and drew inspiration from engaging teaching styles they experienced (AB). This multifaceted approach optimized the educational experience, resonating with research emphasizing customized, student-centered (Brush & Soye, 2000 ). Fostering collegial cooperation also emerged as an impactful practice. Close collaboration, experience sharing, feedback, and mutual support among lecturers (RA, VI, JM, AB) cultivated a productive environment for professional growth. This aligned with (Meyer et al., 2022 ) who emphasized importance of creating supportive environments that foster professional development and teamwork among educators. Looking ahead, these findings have significant implications for educational policies and practices. Considering that lecturers' beliefs do not form instantly but through a process, it is essential to establish professional development programs for lecturers (Postholm, 2012 ), like formal training to peer collaboration and online resources. Such programs are essential to effectively integrate HOT into speaking instruction. As stated by (Avalos, 2011 ) Teacher professional learning is a complex process that involves teachers engaging cognitively and emotionally, reflecting on their beliefs, and pursuing improvements or changes. This is to prepare students with the essential communication and critical thinking skills required for success in the 21st century. 6. CONCLUSIONS This study explored lecturers' beliefs and practices regarding the integration of HOTs in teaching speaking skills to university students. The findings revealed a consensus among lecturers about the paramount importance of fostering HOTs alongside speaking proficiency to equip students with the essential 21st century skills required for effective communication, critical thinking, and problem-solving in diverse contexts. Lecturers' beliefs shaped their roles as motivators and facilitators, guiding student-centered learning approaches such as group work, questioning, case studies, and debates. The strategic use of technology and multimedia resources catered to the preferences of today's generation while stimulating cognitive engagement. Assessment through comprehensive rubrics allowed for the evaluation of both speaking abilities and HOTs development. Continuous adaptation of teaching methods emerged as a pivotal practice, driven by factors such as varying student proficiency levels, learning preferences, and external circumstances like the COVID-19 pandemic. Lecturers demonstrated flexibility in tailoring their approaches, starting from fundamental concepts when necessary and incorporating engaging technologies to maintain student motivation and participation. Furthermore, the study highlighted the significance of collegial cooperation and professional development opportunities. Through experience sharing, peer feedback, and mutual support, lecturers cultivated a collaborative environment conducive to continuous improvement. Drawing from diverse sources, including formal training, online resources, scholarly literature, and hands-on classroom experiences, lecturers expanded their repertoire of effective strategies for integrating HOTs into speaking instruction. The researchers note that more studies are needed to teachers’ beliefs and practices in teaching Speaking to achieve HOTs. This study has some limitations: small number of participants and there is no comparative data between lecturers and students on teaching speaking to achieve HOTs. Future research could make comparison of lecturers’ beliefs and classroom practices between two or more different universities, and identify gaps between lecturers' objectives and students' experiences by using surveys or focus groups with students. Additionally, it would be beneficial to investigate the challenges and solutions in teaching speaking to achieve HOTs. Declarations Conflict of Interest The authors declared no potential conflicts of interest with respect to the research, authorship, or publication of this article. Funding The authors received no financial support for the research, authorship, and/or publication of this article. Data availability The datasets generated and/or analyzed during the current study are not publicly available due to confidentiality and anonymity agreements with participants. Ethics approval and Consent to Participate The need for ethical approval for this study was not required under Indonesian national research ethics regulations, as the research involved only voluntary participation through interviews and document analysis, without any intervention or collection of sensitive personal data. The research was conducted in accordance with the ethical principles of the Declaration of Helsinki and followed the national research ethics guidelines issued by the Ministry of Education, Culture, Research, and Technology of Indonesia. All participants provided informed consent prior to participation. They were fully informed about the study’s purpose, procedures, potential risks, and benefits. Participation was entirely voluntary. No participants under the age of 16 were involved in this study. Consent for Publication All participants provided informed consent for the anonymized use of their data in research publication. Confidentiality and anonymity were strictly maintained throughout the research process. No personally identifiable information was collected, ensuring participants’ privacy and data protection. Competing interests The authors declare no competing interests. References Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. In Heliyon (Vol. 6, Issue 11). Elsevier Ltd. https://doi.org/10.1016/j.heliyon.2020.e05312 Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning teaching and assessing_ a revision of Bloom`s taxonomy of educational objetives-Longman (2001) . Ansori, M., & Nurkamto, J. (n.d.). Integration of Higher Order Thinking Skills in Teaching Reading. ELS Journal on Interdisciplinary Studies in Humanities , 2 (4), 541–555. http://journal.unhas.ac.id/index.php/jish Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. In Teaching and Teacher Education (Vol. 27, Issue 1, pp. 10–20). https://doi.org/10.1016/j.tate.2010.08.007 Aziz, T. A., & Kharis, S. A. A. (2021). Characteristics of problems for developing higher-order thinking skills in mathematics. Journal of Physics: Conference Series , 1882 (1). https://doi.org/10.1088/1742-6596/1882/1/012074 Barak, M., & Shakhman, L. (2008). Fostering higher-order thinking in science class: Teachers’ reflections. Teachers and Teaching: Theory and Practice , 14 (3), 191–208. https://doi.org/10.1080/13540600802006079 Basit, T. N. (2003). Manual or electronic? The role of coding in qualitative data analysis. Educational Research , 45 (2), 143–154. https://doi.org/10.1080/0013188032000133548 Bereczki, E. O., & Kárpáti, A. (2021). Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices. Thinking Skills and Creativity , 39 . https://doi.org/10.1016/j.tsc.2021.100791 Borg, S., & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research , 23 (1), 9–38. https://doi.org/10.1177/1362168817725759 Brush, T., & Soye, J. (2000). Implementation and Evaluation of a Student-Centered Learning Unit: A Case Study . Chen, C.-C., Wu, M.-C., & Wu, T.-T. (2018). Discussion on the teaching and learning innovation of higher-order thinking. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) , 11003 LNCS , 609–615. https://doi.org/10.1007/978-3-319-99737-7_65 Chen, M. R. A., & Hwang, G. J. (2020a). Effects of a concept mapping-based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety. British Journal of Educational Technology , 51 (3), 817–834. https://doi.org/10.1111/bjet.12887 Chen, M. R. A., & Hwang, G. J. (2020b). Effects of a concept mapping-based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety. British Journal of Educational Technology , 51 (3), 817–834. https://doi.org/10.1111/bjet.12887 Creswell, J. (2018). Creswell (2018) Research Design - Qualitative, Quantitative, and Mixed Methods Approaches - 5th edition . Farrell, T. S. C., & Kennedy, B. (2019). Reflective practice framework for TESOL teachers: one teacher’s reflective journey. Reflective Practice , 20 (1), 1–12. https://doi.org/10.1080/14623943.2018.1539657 Fives, H., & Gill, M. G. (2015). International Handbook of Research on Teachers’ Beliefs . Flick, & Uwe. (2013). The SAGE Handbook of Qualitative Data Analysis . Galleta, A. (2013). Mastering the Semi-Structured Interview and Beyond . Ganapathy, M. G., Singh, M. K. M., Kaur, S., & Kit, L. W. (2017). Promoting higher order thinking skills via teaching practices. 3L: Language, Linguistics, Literature , 23 (1), 75–85. https://doi.org/10.17576/3L-2017-2301-06 Gozali, I., Lie, A., Tamah, S. M., & Jemadi, F. (2021). HOTS questioning ability and HOTS perception of language teachers in Indonesia. Indonesian Journal of Applied Linguistics , 11 (1), 60–71. https://doi.org/10.17509/ijal.v11i1.34583 Gupta, T., & Mishra, L. (2021). Perceptions of Secondary School Teachers on HOTS: A Qualitative Analysis. Multicultural Education , Volume 7 (Issue 4). https://doi.org/10.5281/zenodo.4679571 Hamzah, H., Hamzah, M. I., & Zulkifli, H. (2022). Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules. In Sustainability (Switzerland) (Vol. 14, Issue 2). MDPI. https://doi.org/10.3390/su14020813 Hynes, W., Trump, B., Love, P., & Linkov, I. (2020). Bouncing forward: a resilience approach to dealing with COVID-19 and future systemic shocks. Environment Systems and Decisions , 40 (2), 174–184. https://doi.org/10.1007/s10669-020-09776-x Ibrahim, N. N., Ayub, A. F. M., & Yunus, A. S. M. (2020). Impact of Higher Order Thinking Skills (HOTS) Module Based on the Cognitive Apprenticeship Model (CAM) on student’s performance. International Journal of Learning, Teaching and Educational Research , 19 (7), 246–262. https://doi.org/10.26803/IJLTER.19.7.14 Jannah, S. M. (2018). TEACHERS’ BELIEFS ON TEACHING READING TO ACHIEVE HIGHER ORDER THINKING SKILLS (HOTs): A CASE STUDY AT SMA ABBS SURAKARTA . Karim, A., Reshmin, L., Kabilan, M. K., Shahed, F. H., Rahman, M. M., & Singh, M. K. M. (2020). Understanding EFL teachers’ beliefs and practices in EFL classrooms: A phenomenological approach to the impact of teacher education program in Bangladesh. Qualitative Report , 25 (10), 3683–3718. https://doi.org/10.46743/2160-3715/2020.4272 Kennedy, R. R. (2009). The power of in-class debates. Active Learning in Higher Education , 10 (3), 225–236. https://doi.org/10.1177/1469787409343186 Khoram, A. (2019). The impact of task type and pre-task planning condition on the accuracy of intermediate EFL learners’ oral performance. Cogent Education , 6 (1). https://doi.org/10.1080/2331186X.2019.1675466 Kosasih, A., Supriyadi, T., & Rahminawati, N. (2022). Hasan Aydin Higher-Order Thinking Skills in Primary School. Journal of Ethnic and Cultural Studies , 9 (1), 56–76. https://doi.org/10.2307/48710289 Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon , 7 (6). https://doi.org/10.1016/j.heliyon.2021.e07309 Mao, S. S., & Crosthwaite, P. (2019). Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice. Journal of Second Language Writing , 45 , 46–60. https://doi.org/10.1016/j.jslw.2019.05.004 Matthee, M., & Turpin, M. (2019). Invited Paper: Teaching Critical Thinking, Problem Solving, and Design Thinking: Preparing IS Students for the Future. Journal of Information Systems Education , 30 (4), 242–252. Meyer, A., Richter, D., & Hartung-Beck, V. (2022). The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy. Educational Management Administration and Leadership , 50 (4), 593–612. https://doi.org/10.1177/1741143220945698 Mulyadi, D., Wijayatiningsih, T. D., Swaran Singh, C. K., & Prastikawati, E. F. (2021). Effects of technology enhanced task-based language teaching on learners’ listening comprehension and speaking performance. International Journal of Instruction , 14 (3), 717–736. https://doi.org/10.29333/iji.2021.14342a Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies , 19 (4), 317–328. https://doi.org/10.1080/0022027870190403 Partnership for 21st Century Skills. (2013). 21st CENTURY STUDENT OUTCOMES . Postholm, M. B. (2012). Teachers’ professional development: A theoretical review. Educational Research , 54 (4), 405–429. https://doi.org/10.1080/00131881.2012.734725 Rezaei, E., & Beheshti Shirazi, S. S. (2024). The impact of thinking-aloud peer assessment (TAPA) on the development of high order thinking skills (HOTS) in math e-learning. Education and Information Technologies . https://doi.org/10.1007/s10639-024-12607-0 Richards, J. C., & Lockhart, C. (1994). 2 Interaction in the second language classroom . Richards, J. C., & Lockhart, C. (2006). Readings in Methodology A collection of articles on the teaching of English as a foreign language . Roets, L., & Maritz, J. (2017). Facilitating the development of higher-order thinking skills (HOTS) of novice nursing postgraduates in Africa. Nurse Education Today , 49 , 51–56. https://doi.org/10.1016/j.nedt.2016.11.005 Setyarini, S., Muslim, A. B., Rukmini, D., Yuliasri, I., & Mujianto, Y. (2018). Thinking critically while storytelling: Improving children’s HOTS and English oral competence. Indonesian Journal of Applied Linguistics , 8 (1), 189–197. https://doi.org/10.17509/ijal.v8i1.11480 Su, Y. H., Feng, L. Y., Yang, C. C., & Chen, T. L. (2012). How teachers support university students’ lifelong learning development for sustainable futures: The student’s perspective. Futures , 44 (2), 158–165. https://doi.org/10.1016/j.futures.2011.09.008 Susanto, A., Oktavia, Y., Yuliani, S., Rahayu, P., Haryati, & Tegor. (2020). English lecturers’ beliefs and practices in vocabulary learning. Studies in English Language and Education , 7 (2), 486–503. https://doi.org/10.24815/siele.v7i2.16970 Thamrin, N. R., Widodo, P., & Margana. (2019). Developing Higher Order Thinking Skills (Hots) for Reading Comprehension Enhancement. Journal of Physics: Conference Series , 1179 (1). https://doi.org/10.1088/1742-6596/1179/1/012073 Ulla, M. B. (2020). Students’ speaking motivation and their perspectives on a task-based language classroom: Pedagogical implications. Journal of Asia TEFL , 17 (2), 681–688. https://doi.org/10.18823/asiatefl.2020.17.2.26.681 Wigati, I., Astuti, M., & Ramdani, Z. (2023). Perception of Religious Lecturers of Higher Order Thinking Skills and Students’ Academic Performance in Online Learning. International Journal of Learning, Teaching and Educational Research , 22 (4), 124–140. https://doi.org/10.26803/IJLTER.22.4.8 Zohar, A., Zohar, A., Degani, A., & Vaaknin, E. (2001). Teachers’ beliefs about low-achieving students and higher order thinking. In Teaching and Teacher Education (Vol. 17). Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 05 Dec, 2025 Reviews received at journal 30 Nov, 2025 Reviewers agreed at journal 20 Nov, 2025 Reviews received at journal 19 Nov, 2025 Reviewers agreed at journal 19 Nov, 2025 Reviewers agreed at journal 10 Nov, 2025 Reviewers invited by journal 10 Nov, 2025 Editor assigned by journal 10 Nov, 2025 Editor invited by journal 31 Oct, 2025 Submission checks completed at journal 29 Oct, 2025 First submitted to journal 29 Oct, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7723916","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":547752174,"identity":"490788fb-020b-4b21-8bfe-a20b58250ba6","order_by":0,"name":"Syilvia Mustanuri Jannah","email":"data:image/png;base64,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","orcid":"","institution":"Yogyakarta State University","correspondingAuthor":true,"prefix":"","firstName":"Syilvia","middleName":"Mustanuri","lastName":"Jannah","suffix":""},{"id":547752175,"identity":"7b157b09-1d66-4361-9d86-dacdf12aa007","order_by":1,"name":"Nur Hidayanto Pancoro Setyo Putro","email":"","orcid":"","institution":"Yogyakarta State University","correspondingAuthor":false,"prefix":"","firstName":"Nur","middleName":"Hidayanto Pancoro Setyo","lastName":"Putro","suffix":""},{"id":547752176,"identity":"1278ad29-f9c4-425f-bf6e-bcb6bdf8a6cb","order_by":2,"name":"Erna Andriyanti","email":"","orcid":"","institution":"Yogyakarta State University","correspondingAuthor":false,"prefix":"","firstName":"Erna","middleName":"","lastName":"Andriyanti","suffix":""}],"badges":[],"createdAt":"2025-09-26 17:23:18","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7723916/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7723916/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":96361037,"identity":"1710be9e-a740-4982-8e5a-b462aff3c3b8","added_by":"auto","created_at":"2025-11-20 09:10:17","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":204613,"visible":true,"origin":"","legend":"","description":"","filename":"Revised3LecturersBeliefsandPracticesHOTsinSpeaking.docx","url":"https://assets-eu.researchsquare.com/files/rs-7723916/v1/2f6aa2644b1e2476c1f958b6.docx"},{"id":96367135,"identity":"975a85cc-cf8c-4027-9b20-3b66de7f766a","added_by":"auto","created_at":"2025-11-20 10:12:12","extension":"json","order_by":1,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":5395,"visible":true,"origin":"","legend":"","description":"","filename":"3ca1c363e9ea4b3d835a7c6b91693df5.json","url":"https://assets-eu.researchsquare.com/files/rs-7723916/v1/1818b58ccc33b1317fde0d0b.json"},{"id":96361042,"identity":"40d45f82-ff6f-4ba5-bd0a-3a77d0420467","added_by":"auto","created_at":"2025-11-20 09:10:17","extension":"xml","order_by":2,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":131540,"visible":true,"origin":"","legend":"","description":"","filename":"3ca1c363e9ea4b3d835a7c6b91693df51enriched.xml","url":"https://assets-eu.researchsquare.com/files/rs-7723916/v1/e0c6cc22e8a25ec4bea4c8a9.xml"},{"id":96361040,"identity":"f8ad1a03-3128-462a-8fef-eea348d0cb18","added_by":"auto","created_at":"2025-11-20 09:10:17","extension":"png","order_by":3,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":36352,"visible":true,"origin":"","legend":"","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-7723916/v1/fedc0697f6158e23fffe567b.png"},{"id":96361045,"identity":"8b1001cf-aa15-464b-b489-8b830db740f5","added_by":"auto","created_at":"2025-11-20 09:10:17","extension":"jpeg","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":62811,"visible":true,"origin":"","legend":"","description":"","filename":"floatimage2.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-7723916/v1/a23163a251b6423f04334e5e.jpeg"},{"id":96361041,"identity":"908cada7-4edc-499c-b508-9dcc113b9946","added_by":"auto","created_at":"2025-11-20 09:10:17","extension":"png","order_by":5,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":10062,"visible":true,"origin":"","legend":"","description":"","filename":"Onlinefloatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-7723916/v1/56a7612b2947867c5f0a2459.png"},{"id":96367580,"identity":"88f9457c-8bc5-48ac-b96b-20cfea9d9505","added_by":"auto","created_at":"2025-11-20 10:13:22","extension":"png","order_by":6,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":25609,"visible":true,"origin":"","legend":"","description":"","filename":"Onlinefloatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-7723916/v1/87cb2314d909c77d1cdaeb21.png"},{"id":96366832,"identity":"5ab8eb94-f6d7-43dd-bf82-0c6366a030a0","added_by":"auto","created_at":"2025-11-20 10:11:56","extension":"xml","order_by":7,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":128282,"visible":true,"origin":"","legend":"","description":"","filename":"3ca1c363e9ea4b3d835a7c6b91693df51structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-7723916/v1/f07870a76ec864b877c19e10.xml"},{"id":96361046,"identity":"f65dd105-8911-4a63-b420-6ca68cdd9485","added_by":"auto","created_at":"2025-11-20 09:10:17","extension":"html","order_by":8,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":138515,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7723916/v1/b3858792a22f25a0de1fe8a3.html"},{"id":96361036,"identity":"a76ce836-54d4-43b8-b8f3-3d9cb38ba6e4","added_by":"auto","created_at":"2025-11-20 09:10:17","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":76945,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eBloom’s Revised Taxonomy \u003c/strong\u003e(Anderson \u0026amp; Krathwohl, 2001)\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-7723916/v1/e3f99ec691b979c76cf73fef.png"},{"id":96361039,"identity":"896101ce-bea0-4249-86f6-94bb3308d39a","added_by":"auto","created_at":"2025-11-20 09:10:17","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":115088,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eStages of the Data Analysis Process\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-7723916/v1/d89f484755176bd6f95ff4d0.png"},{"id":96369545,"identity":"1dc710ed-254f-41f3-b06a-ddf857b1ed22","added_by":"auto","created_at":"2025-11-20 10:21:14","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1743048,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7723916/v1/b1a8d102-d1fa-4222-bff6-8c9c9c14ea21.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring HOTs through Lecturers’ Beliefs and Practices in Teaching Speaking Skills","fulltext":[{"header":"1. INTRODUCTION","content":"\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eIn the 21st century, the skill to communicate proficiently, engage in critical thinking, and address intricate challenges has gained greater significance (Partnership for 21st Century Skills, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). It is essential for higher education institutions to preparing students for the needs of the modern workforce, which places a high emphasis on speaking and other forms of communication skills. Effective communication entails more than just conveying information clearly; it also necessitates the ability to engage in HOT processes such as analyzing arguments, evaluating evidence, and developing creative solutions.\u003c/p\u003e\u003cp\u003eAs our world becomes increasingly complex and sophisticated, the ability to think effectively holds paramount importance. HOTs have become essential life skills for individuals navigating modern society (Kosasih et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Kwangmuang et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Setyarini et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). As rapid socioeconomic changes unfold, people are frequently tasked with solving diverse problems and making critical decisions (Hynes et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Hence, it is essential to equip students with HOTs that empower them to conduct analysis, evaluate, and create; however, it presents a multifaceted challenge for lecturers. This study investigates lecturers' beliefs and practices in teaching speaking to achieve HOTs, a crucial aspect of 21st-century skill development.\u003c/p\u003e\u003cp\u003eNumerous researchers have explored the significance of HOTs in language education. As suggested by Su et al., \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2012\u003c/span\u003e, educators, by focusing on this cognitive level, can empower students to be lifelong learners and active contributors to society. Most researchers have focused on investigating HOTs in the context of teaching reading skills. However, speaking skills are critical in the 21st century, as they are essential for effective communication and knowledge exchange in today's interconnected world. Despite effective speaking abilities are highly valued, there is a lack of research investigating how to incorporate HOTs into teaching speaking. Prior studies have mainly focused on the role of HOTs in reading comprehension. For instance, Thamrin et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2019\u003c/span\u003eexplored the problems and identified the development of HOTs for the students\u0026rsquo; Kuningan University, then (Ansori \u0026amp; Nurkamto, 2019; Jannah, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) investigated teachers\u0026rsquo; beliefs on fortering HOTS in teaching reading and how the beliefs were reflected into actual classroom implementation. While these studies have shed light on the significance of HOTs in language learning, there is a need for further research to explore HOTs in teaching speaking skills. As emphasized by Chen \u0026amp; Hwang (2020), speaking is a fundamental aspect of language proficiency and effective communication. Therefore, exploring the integration of HOTs in teaching speaking skill is paramount in enhancing language proficiency and communication effectiveness.\u003c/p\u003e\u003cp\u003ePrevious studies have investigated lecturers' beliefs and practices (Borg \u0026amp; Alshumaimeri, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2019\u003c/span\u003e); his study reinforced the interconnectedness between teachers' cognitions and their instructional decisions, highlighting the influence of lecturers' personal theories on their classroom practices, which can either facilitate or hinder the development of HOTs. In line with this, (Bereczki \u0026amp; K\u0026aacute;rp\u0026aacute;ti, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Jannah, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Mao \u0026amp; Crosthwaite, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) explored the lecturers' beliefs and practices through a case study while (Karim et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) through a phenomenological approach.\u003c/p\u003e\u003cp\u003eHowever, while these studies shed light on various aspects from lecturers' perspectives, only a limited number have specifically investigated the incorporation of HOTs in teaching speaking from lecturers' perspectives (Aziz \u0026amp; Kharis, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Barak \u0026amp; Shakhman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Chen et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Wigati et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The existing research is still limited to theoretical aspects or general concepts of HOTs, and there has been slight research exploring its practical implementation in classrooms, especially in teaching speaking skills. Additionally, there is a gap between lecturers' beliefs about HOTs and the practices implemented in the field, which has not been extensively explored in the existing literature (Wigati et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThis study seeks to address this gap by offering insights into lecturers' beliefs and practices regarding teaching speaking with the aim of achieving HOTs. By doing so, it aims to contribute to the current existing knowledge in this domain, thereby enriching our understanding of effective speaking teaching within the framework of HOTs.\u003c/p\u003e\u003cp\u003eFurthermore, the motivation for this research stems from the recognition that effective speaking skills, coupled with HOTs abilities, are essential for students to thrive in the 21st century. In the current competitive employment landscape, employers are not only searching for candidates who excel in effective communication but also those who think critically, solve problems, and generate innovative ideas (Partnership for 21st Century Skills, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). By understanding lecturers' beliefs and practices, we can identify areas for improvement and develop targeted professional development programs to enhance the teaching of speaking with a focus on HOTs.\u003c/p\u003e\u003cp\u003eTo achieve this objective, the following research questions will guide the study:\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat are lecturers' beliefs about teaching speaking to achieve HOTs?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat practices do lecturers employ to develop students' speaking skills to achieve HOTs?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cp\u003eBy addressing these research questions comprehensively, this study aims to provide valuable insights that can inform and enhance lecturers' practices in teaching speaking while fostering students' HOTs. Moreover, this research is expected to contribute to the development of HOTs in both theory and practice within higher education. This study also aims to provide practical recommendations that can be implemented to enhance students' higher-order thinking abilities within the context of teaching speaking skills.\u003c/p\u003e"},{"header":"2. LITERATURE REVIEW","content":"\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eNowadays, the development of HOTs in education has gathered significant attention due to its potential to boost students' critical thinking, problem-solving, and decision-making skills (Hamzah et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Ibrahim et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Matthee \u0026amp; Turpin, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Rezaei \u0026amp; Beheshti Shirazi, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). HOTs are essential skills in the 21st century, where complex challenges demand innovative solutions. Individuals equipped with strong HOTs are better prepared to navigate uncertainties and contribute positively to their communities and professions. It is also mentioned by (the Partnership for 21st Century Skills, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) that the competencies essential for the modern era include critical thinking, problem-solving, communication, and collaboration.\u003c/p\u003e\u003cp\u003eThe pursuit of fostering HOTs in speaking is grounded in several influential theories. Early on, Bloom's Revised Taxonomy (Anderson \u0026amp; Krathwohl, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2001\u003c/span\u003e) offers a structure for classifying cognitive functions, highlighting the significance of progressing from basic knowledge acquisition to HOTs such as analyzing, evaluating, and creating, Bloom's Revised Taxonomy also includes Lower Order Thinking Skills (LOTs) encompassing remembering, understanding, and applying. HOTs play a crucial role in speaking proficiency as they enable learners to engage in deeper cognitive processes and express complex ideas effectively. Figure\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e illustrates Bloom's Revised Taxonomy, highlighting the distinction between HOTS and LOTS, which play a pivotal role in developing learners\u0026rsquo; speaking proficiency.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eDeveloping HOTs in language learning is essential for fostering communicative competence and preparing learners for real-world language use (Ganapathy et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). By engaging in HOT processes, learners can move beyond mere memorization and comprehension of linguistic forms and develop the ability to analyze language use critically, evaluate the effectiveness of communication strategies, and create meaningful and contextually appropriate utterances (Zohar et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2001\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Lecturers\u0026rsquo; Beliefs for HOTs in Speaking\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eLecturers' beliefs play an important role in shaping their classroom practices, student outcomes, instructional decisions, and learning environments. Beliefs have an important role that goes beyond mere factual truths; they also shape and influence various aspects, including teaching in (Fives \u0026amp; Gill, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Susanto et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The success of teaching depends on lecturers\u0026rsquo; beliefs. According to (Richards \u0026amp; Lockhart, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) lecturers\u0026rsquo; belief systems are based on their perspectives, principles, and views on the teaching process as well as their understanding of the educational environment they operate within. Borg's influential work on teacher cognition (Borg \u0026amp; Alshumaimeri, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) has explored the interplay between lecturers' beliefs and their actions, underscoring the influence of these beliefs on various aspects of teaching, including HOT development.\u003c/p\u003e\u003cp\u003eThe influence of lecturers' personal theories on their instructional approaches, classroom dynamics, teaching methods, underscoring the importance of exploring and understanding these beliefs have been highlighted in (Richards \u0026amp; Lockhart, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e1994\u003c/span\u003e). Furthermore, Farrell \u0026amp; Kennedy (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) have also encouraged reflective practice as a means for lecturers to examine and refine their beliefs, ultimately increasing their effectiveness in promoting HOTs through speaking instruction.\u003c/p\u003e\u003cp\u003eDeveloping HOTs through speaking instruction is challenging, lecturers should incorporate various strategies to encourage critical thinking and deeper understanding. Lecturers' beliefs about the process of acquiring language, the role of speaking practice, and the importance of HOTs can influence instructional decisions and classroom practices (Fives \u0026amp; Gill, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Furthermore, lecturers' beliefs about their roles and those of their students can shape the learning environment and the opportunities provided for students to develop HOTs. For instance, lecturers who believe in a more student-centered approach may create opportunities for students to promote HOTs such as critical thinking, problem-solving, and collaboration (Brush \u0026amp; Soye, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). It enables students to participate actively in their learning, resulting in heightened engagement, motivation, and a more profound comprehension.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.2 Lecturer\u0026rsquo;s Practice for HOTs in Speaking\u003c/h2\u003e\u003cp\u003eNumerous studies have investigated effective teaching practices for promoting HOTs in speaking instruction. Task-based language teaching (TBLT) had been widely recognized as a method which can facilitate the development of HOTs by engaging students in meaningful, tasks in authentic context that involve critical thinking, problem-solving, and creative expression (Khoram, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Mulyadi et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Ulla, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Additionally, research has highlighted the importance of questioning strategies in supporting students' attainment of higher cognitive levels (Gozali et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Cooperative, collaborative learning, problem-based, group discussion, and interaction have also been identified as valuable tools for fostering HOTs, since they promote students to participate in significant discussions, exchange varied viewpoints, and collaboratively build knowledge (Gupta \u0026amp; Mishra, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Meyer et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eMoreover, debates are effective in improving HOTs as they challenge learners to analyze information critically, consider multiple perspectives, and make informed decisions, thereby fostering analytical thinking and problem-solving abilities (Gupta \u0026amp; Mishra, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Kennedy, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Roets \u0026amp; Maritz, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). In addition, (Roets \u0026amp; Maritz, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2017\u003c/span\u003e)also suggested to incorporate constructive feedback mechanisms and creating opportunities for deep reflection and critical engagement in educational practices. Furthermore, educators can empower students to develop HOTs effectively. These strategies not only support academic growth but also prepare students with the essential skills for success in both their academic and professional pursuits.\u003c/p\u003e\u003c/div\u003e"},{"header":"3. METHODS","content":"\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003e3.1 Research Resign\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThis research employed qualitative with phenomenological design. Qualitative research is a method used to investigate and grasp individuals or groups interpretations assigned to social or human issues (Creswell, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). It is produced in written rather than number, thus the data taken from the informants or research participants. The research takes place in natural settings to provide researchers with a rich context for understanding lecturers\u0026rsquo; behavior and experiences authentically (Creswell, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). In contrast, Phenomenology aims to capture the subjective reality of individuals and investigate the depth of their experiences without imposing preconceived theories (Creswell, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). In this study, the phenomenon under investigation was lecturers' beliefs and practices in teaching speaking to achieve HOTs.\u003c/p\u003e\u003cp\u003eThe phenomenological design is particularly suitable for this research because it enables for an in-depth exploration of the subjective experiences, perspectives, and beliefs of the lecturers (Creswell, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Through this approach, the researcher can gain a rich understanding of the lecturers' lived experiences, which can offer valuable insights into their beliefs and practices concerning teaching speaking for HOTs. The phenomenological design also enables researchers to directly explore how lecturers interpret and implement HOTs in teaching speaking skills without being constrained by the limitations of pre-existing theories.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e3.2 Participants\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe participants were five English lecturers from a private university in Central Java, Indonesia. The selection of the university was based on considerations of accessibility and contextual relevance, as the university's curriculum includes explicit guidelines encouraging the integration of higher-order thinking skills (HOTS) into teaching practices, including in speaking courses. Each participant had at least 5 years of experience teaching speaking and held a master's degree in English education. Before data collection, participants were fully briefed on the study's purpose and related details. It was agreed that their real names would remain confidential and coded names would be used for identification. For ethical considerations, verbal and written consent was obtained from all participants. They were allowed to choose the time and place for their interviews. The research was conducted ethically, with transparency about how the data would be analyzed and used for research purposes.\u003c/p\u003e\u003cp\u003eThe first lecturer interviewed was coded as RA. She holds a master's degree in English education and has been teaching as an English lecturer for 7 years. Her interviews were conducted face-to-face, recorded, and then transcribed. The second lecturer, coded VI, is an experienced lecturer with 16 years of teaching and interacting with various types of students. Her interviews were conducted via synchronous Zoom meetings, recorded, and later transcribed. The third lecturer, coded JM, has been teaching English for 5 years and holds a master's degree in education. His interviews were recorded and then transcribed. The fourth lecturer, coded EF, also holds a master's degree in English education and has 12 years of experience teaching as an English lecturer. Her interviews were conducted face-to-face, recorded, and then transcribed. The final participant, coded AB, had 5 years of teaching experience and a master's degree in English education. Her interviews were recorded and then transcribed. All participants were involved in teaching speaking. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e provides a summary of lecturers' beliefs categorized by their years of experience and teaching focus.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eParticipants\u0026rsquo; profile\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eResearch Participants\u0026rsquo; Code\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYears of experience\u003c/p\u003e\u003cp\u003ein teaching English\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e7 years\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVI\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e16 years\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eJM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5 years\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e12 years\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAB\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5 years\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e3.3 Instrument\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eSemi-structured interviews served as the main data collection tool. This instrument allows for flexibility and follow-up questions, enabling the researcher to explore the participants' perspectives and experiences in depth (Galleta, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). An interview guide was developed based on the research questions and relevant literature to ensure consistency while also allowing for the exploration of emergent themes.\u003c/p\u003e\u003cp\u003eThe interview guide covered topics such as lecturers' beliefs about teaching speaking for HOTs, their understanding of the learning objectives, their roles and those of their students, classroom management strategies, teaching methods, use of technology and multimedia resources, assessment practices, professional development, and collaborative efforts.\u003c/p\u003e\u003cp\u003eThe interview questions were adapted from (Susanto et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2020\u003c/span\u003e),which had a similar theoretical foundation. Before the researcher applied it to the research participants, we modify them to meet our objectives related to lecturers\u0026rsquo; beliefs and practices. However, to ensure the validity of the instrument for the present study, a validation process was undertaken. The initial interview guide was reviewed by two experts in the field of language education and teaching methodology to assess its content validity. Their feedback was incorporated to refine the questions, ensuring clarity, relevance, and alignment with the research objectives. The questions consist of 12 questions, with 8 questions to identify lecturers\u0026rsquo; beliefs and 4 questions to identify lecturers\u0026rsquo; practices in teaching speaking to achieve HOTs. The researcher expects the interview to be conducted in English as it fits the context of teaching English speaking at the university level.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e3.4 Data Analysis\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe analysis followed the procedure suggested by (Flick \u0026amp; Uwe, 2013), which consists of 4 stages: (1) Transcription and Familiarization, (2) Coding and Thematic Analysis, (3) Cross-Case Analysis, and (4) Interpretation and Reporting (see Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). At first, transcripts of semi-structured interviews with five lecturers were carefully transcribed to ensure a detailed record of the data. Following this, the researcher engaged in a process of familiarization by repeatedly reading the transcripts to gain a comprehensive understanding of the content. Thereafter, a systematic coding process, as suggested by (Basit, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2003\u003c/span\u003e) which, is an important step in the analysis to organize and give meaning to the text data. By coding, the researcher was able to label the lecturers' beliefs regarding the significance of teaching speaking to achieve HOTs, along with the specific teaching practices conducted by the lecturers.\u003c/p\u003e\u003cp\u003eThis coding process was complemented by thematic analysis, which aimed to identify the main themes that emerged from the lecturers' beliefs and practices, such as effective teaching methods for improving students' speaking skills. Additionally, thematic analysis can also reveal the relationship between lecturers' beliefs and their teaching practices in achieving HOTs objectives in speaking learning.\u003c/p\u003e\u003cp\u003eMoreover, cross-case analysis was conducted to compare and contrast the responses of the five lecturers, illuminating similarities and variations in their approaches. The interpretation of findings was guided by the theoretical frameworks and methodological approaches discussed in the handbook, ensuring a robust and nuanced understanding of the lecturers' perspectives. Finally, the results were synthesized and reported in a coherent narrative, incorporating direct quotes from the interviews to support critical findings and enhance the credibility of the analysis. By following this rigorous analytical procedure, the study was able to generate valuable insights into the complex interactions between lecturers' beliefs, teaching practices, and the development of HOTs in speaking.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"4. RESULTS","content":"\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe findings revealed the lecturers' beliefs and practices regarding teaching speaking skills to achieve HOTs. This section presents the data from the semi-structured interviews with five English lecturers (#RA, #VI, #JM, # EF, and #AB). The results are organized into categories that correspond to the interview questions.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Lecturers\u0026rsquo; Beliefs in Teaching Speaking to Achieve HOTs\u003c/h2\u003e\u003cp\u003e All lecturers agreed on the importance of teaching speaking skills to achieve HOTs. They collectively emphasize that speaking is not just about verbal communication but involves a range of cognitive and communicative skills that contribute to HOT. They believed that speaking instruction should enable students to progress beyond just remembering and understanding, towards higher levels of cognitive abilities like analyzing, evaluating, and creating original ideas and content. Specifically, lecturer #RA highlighted the progression from basic understanding to creating and analyzing, which is essential for developing HOTs. Additionally, #VI emphasized that speaking is vital for achieving educational goals, as it allows students to articulate and construct sentences effectively. #JM pointed out the importance of understanding and accurately responding to questions, which fosters critical thinking. #EF focused on the ability to generate and propose ideas through communicative strategies in speaking. For lecturer #AB explained that speaking involves integrating appropriate vocabulary, grammar, and pronunciation, all of which are necessary for HOT. Below are some of the excerpts from the interview. B refers to the displayed data shown in this section.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB1\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\"Firstly, the student needs to remember and understand the basics. As they progress to the next level, they should be able to apply this knowledge to analyze and create on their own.\" (RA)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;HOTs means students are able to speak, produce sentences. So, it's very crucial if the students don\u0026rsquo;t speak the goals are not achieved.\u0026rdquo; (VI similar with JM)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;It is essential for students to effectively communicate their ideas and proposals using appropriate communicative strategies during speaking activities.\u0026rdquo; (EF, similar with AB)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec12\" class=\"Section3\"\u003e\u003ch2\u003e4.1.1. Learning Objectives\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe lecturers shared a common belief that teaching speaking skills to achieve HOTs is essential. They viewed HOTs positively, and the primary learning objectives in teaching speaking skills are to enable students to express their opinions on various matters, communicate effectively in daily life, and develop critical thinking, creativity, communication, collaboration, and adaptability skills. Integrating HOTs into speaking instruction is crucial as these are the skills needed in the 21st century. The lecturers recognized that students possess the capacity for critical thinking and have the potential to attain higher levels of English language proficiency, progressing from intermediate to advanced levels.\u003c/p\u003e\u003cp\u003eTwo lecturers, VI and AB specifically emphasized the importance of communicating effectively by producing well-constructed sentences in speaking situations across different cultural contexts. They believed that mastering fundamental aspects such as correct pronunciation, good grammar, fluency, and accuracy is crucial for effective communication. These core components lay the foundation for students to achieve the broader learning objectives.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabb\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB4\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;Learning objectives are for students to develop critical thinking, creativity, communication, collaboration and adaptability skills. (JM, similar with RA)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;Integrating HOTs in speaking is essential for effective communication, problem-solving, and cultural adaptability in the 21st century. (EF, AB, and VI)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section3\"\u003e\u003ch2\u003e4.1.2 Lecturer Roles\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eLecturers play crucial roles in teaching speaking skills for HOTs. Lecture VI emphasized the importance of being a motivator, encouraging students to speak without fear or pressure, thus reducing anxiety. Another key role, highlighted by VI, is that of a facilitator, where lecturers actively engage students in the learning process, promoting participation and interaction. RA noted that overreliance on lecturer-centered methods can limit student independence and active learning. To counter this, lecturers should adopt a student-centered approach, encouraging interaction, idea generation, and critical thinking.\u003c/p\u003e\u003cp\u003eFurthermore, JM emphasized that lecturers serve as teaching assistants, providing guidance, support, and constructive feedback to students throughout their learning journey. Their role is not to dictate or impose knowledge but rather to facilitate students' growth and understanding. Ultimately, EF mentioned lecturers' goal is to foster a sense of curiosity and enthusiasm for the teaching and learning process among students. To achieve this, various strategies can be employed, such as motivating students to be brave and confident in speaking, overcoming any hesitation or fear. Additionally, by AB, lecturers can provide tips and techniques to help students speak fluently, with minimal pauses and errors, as well as utilize interactive media and resources to support students with limited vocabulary, grammar knowledge, or pronunciation skills, enabling them to effectively deliver speeches or presentations.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabc\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB6\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;Lecturers should motivate students by reducing pressure and facilitating active engagement to encourage speaking. It\u0026rsquo;s better for lecturer to use student center, because it hinders student independent. We can also provide tips for speaking fluently with fewer pauses and errors (VI, RA, and AB)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;As teaching assistant. So here I just assist them and provide feedback to them.\u0026rdquo;(JM)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;There is no best role, I just as mediator. The thing that I do is to make them curious in teaching learning process.\u0026rdquo; (EF)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section3\"\u003e\u003ch2\u003e4.1.3 Students Roles\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe two lecturers, AB and RA, had same beliefs related to the students in speaking to achieve HOTs. They emphasized students to be active learners, they should exhibit confidence in speaking and strive to break through their own boundaries and weaknesses in this area. Students were urged to overcome shyness and not hesitate to ask questions, confirm information, or share their thoughts and ideas. As university students, they are expected to demonstrate a level of confidence and preparedness for classroom activities. To facilitate active participation, students were advised to prepare materials beforehand, drawing from various sources such as news articles, magazines, or online resources. This preparation allowed them to contribute informed perspectives and ideas during class discussions and interactions. The goal was for students to be active participants rather than passive recipients of information, avoiding the metaphorical \"empty glass\" scenario.\u003c/p\u003e\u003cp\u003eHowever, the findings from VI reveals that many students still heavily depend on lecturers, with only a few demonstrating the courage to be independent learners. As university students, it is crucial for them to take ownership of their learning journey and actively work on improving various aspects of their English-speaking skills, such as building vocabulary, developing pronunciation abilities, and practicing listening comprehension. Additionally, JM highlighted that students are expected to play a central role in the classroom, acting as the main participants and drivers of the learning process. They should be knowledgeable, as EF mentioned, possessing critical thinking skills to engage in thoughtful discussions and actively participate in vocabulary-building activities.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabd\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB9\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;My students depend on the lecturer a lot, only some of them have a courage to be independent learner. Because they are university student, so they should be independent in improving some parts of English-speaking aspects.\u0026rdquo; (VI)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;Students must knowledgeable, have critical thinking in answering question, active in teaching vocabulary, having various vocabulary and confidence in speaking\u0026rdquo; (EF, AB, JM and RA)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section3\"\u003e\u003ch2\u003e4.1.4 Teaching Strategies\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe research findings reveal a variety of teaching and learning strategies employed by lecturers to foster an engaging and effective classroom environment, particularly when teaching speaking skills to achieve HOTs. Most lecturers had the same strategies, by using groups and individual work.\u003c/p\u003e\u003cp\u003eRA recognized the importance of catering to different learning preferences by offering students the choice to work individually, in pairs, or in groups, depending on the topic being discussed. This flexibility allows students to choose the approach that makes them feel most comfortable and enables them to perform better. Lecturers understand that a \"one-size-fits-all\" approach may not be effective, and they strive to create an inclusive learning environment that accommodates diverse needs and preferences. A range of interactive and engaging methods are utilized, including fun games, vocabulary mastery exercises, and seating arrangements that promote participation, such as U-shaped or circular seating. These techniques encourage active involvement from all students, motivating them to perform their best and contribute to the learning experience. Lecturer also provides opportunities for students to seek guidance and coaching before presenting or performing in class, fostering a supportive and collaborative learning environment. This preparation and individualized attention help students build confidence and enhance their ability to deliver effective presentations or engage in classroom discussions.\u003c/p\u003e\u003cp\u003eSimilarly, VI emphasized group work and peer collaboration are commonly employed strategies, with lecturers dividing students into small groups or pairs based on the topic or task at hand. This approach not only promotes teamwork and collaborative learning but also allows students to engage in discussions and gain confidence by initially expressing their ideas in a more comfortable setting with their peers. Individual tasks and assessments are also incorporated, such as recording voice or video presentations, which are then reviewed and evaluated by the lecturer. This approach enables lecturers to assess individual speaking skills and provide personalized feedback while accommodating different learning styles and preferences.\u003c/p\u003e\u003cp\u003eIn addition, EF also employs various techniques to stimulate critical thinking and encourage students to express their opinions and viewpoints. These include questioning strategies, case studies, or discussion prompts that encourage students to analyze, evaluate, and produce information, fostering the development of HOTs.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabe\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB11\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;Mostly in the classroom, I usually divide the students in to several groups or in pairs. Sometimes I ask them to work in pairs it depends on the topic that we have on that day and Finally, in dealing with individual task I ask them to record their voice or make video and sent the file to me. \u0026ldquo;(VI, RA)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;By questioning to stimulate them to think, and express their point of view originally about cases. They can agree or disagree, they can clarify. (EF)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section3\"\u003e\u003ch2\u003e4.1.5 Technology in Teaching\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe research findings indicated that all lecturers recognize the importance of incorporating technology and multimedia resources to support the development of HOTs in speaking instruction. Lecturers acknowledge that the current generation of students, often referred to as Gen Z, has a strong affinity for digital technologies and frequently engages with various online platforms and gadgets.\u003c/p\u003e\u003cp\u003eTo provide to these preferences and create an engaging learning environment, RA integrated a range of digital tools and multimedia resources into their teaching strategies. These include video content from platforms like YouTube, interactive applications such as Kahoot and resources from organizations like the British Council. She believes that incorporating these technological elements can effectively enhance students' speaking skills and overall learning experience. Additionally, EF also utilized multimedia resources to present real-world problems or case studies related to current issues, such as the use of artificial intelligence. By exposing students to these relevant and thought-provoking topics, lecturers aim to stimulate HOTs, encouraging students to analyze, evaluate, and produce information while practicing their speaking abilities. JM and AB employed multimedia resources in various ways to support speaking instruction. For example, they may show videos or share articles on relevant topics to spark students' interest and encourage active participation in class discussions. Additionally, lecturers leverage online platforms to generate random speaking activities, quizzes, or prompts, fostering engagement and promoting critical thinking skills.\u003c/p\u003e\u003cp\u003eHowever, VI also recognized the importance of balance and variety in their teaching approaches. While technology is a valuable tool, they emphasize the need to incorporate other methods, such as writing exercises or more traditional activities, to promote a well-versed learning experience. The goal is to generate a dynamic and diverse learning environment that provides to different learning styles and preferences.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabf\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB13\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;In my opinion, they are getting use to technology or gadget. I usually show them a video. I use technology but not all the time, sometimes I force them to write then speak. Technology is good, but we need to do something different. (VI)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;Yeah, I usually show video, podcast to my students, share articles about up-to-date context issues, So the students are interested in joining the class. Sometimes, I use website and give them topic based on the problem for example the use of AI nowadays\u0026rdquo; (EF, AB, and RA)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section3\"\u003e\u003ch2\u003e4.1.6 Assessment\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eBased on the research findings, a common assessment method employed by lecturers to evaluate students' speaking skills and the development of HOTs is the use of rubrics. These rubrics serve as comprehensive evaluation tools that encompass various aspects of speaking proficiency.\u003c/p\u003e\u003cp\u003eRA and AB response indicated that the rubrics typically include criteria such as pronunciation, intonation, body language, vocabulary usage, fluency, accuracy, communication skills, and interaction. By assessing these multiple dimensions, lecturers can gain a complete understanding of students' speaking abilities and their progress in achieving HOTs.\u003c/p\u003e\u003cp\u003eNotably, the rubrics are designed to evaluate both HOTs and LOTs. The distinction between the two lies in the level of complexity and depth demonstrated by students in their speaking performances. Students exhibiting HOTs are expected to employ advanced vocabulary, elaborate on their ideas with greater depth, and showcase higher-level thinking skills such as analysis, evaluation, and create. In contrast, students demonstrating LOTs may rely on more common vocabulary without extensive elaboration, indicating a more surface-level understanding of the content or concepts being discussed.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabg\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eB15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;I use rubric, it consists of pronunciation, intonation, body language, and vocabulary. It is not only to assess HOTs but also LOTs.\u0026rdquo; (All participants)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003e4.2 Lecturers\u0026rsquo; Practices in Teaching Speaking to Achieve HOTs\u003c/h2\u003e\u003cdiv id=\"Sec19\" class=\"Section3\"\u003e\u003ch2\u003e4.2.1 The Purpose of Change in Teaching Speaking to Achieve HOTs\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe research findings indicated that lecturers have adapted and evolved their teaching practices in speaking instruction over time, driven by various factors and with the overarching purpose of enhancing the learning experience and meeting the diverse needs of their students. RA and EF acknowledged the challenges they initially faced in understanding the varying capability levels of their students, ranging from poor to advanced. This realization prompted them to modify their teaching approaches to better align with the specific needs and proficiency levels of their learners. They adopted a more personalized and step-by-step approach, starting from the basics, when necessary, to ensure that students could grasp the fundamental concepts before progressing to more advanced levels. However, VI have recognized the impact of external factors, such as the COVID-19 pandemic, on students' motivation and engagement levels. In response, they have actively sought to adapt their strategies, fostering a more approachable and friendly rapport with their students to encourage active participation and maintain their interest in the learning process.\u003c/p\u003e\u003cp\u003eJM also highlight lecturers' continuous efforts to stay attuned to changes in students' conditions and preferences over time. This adaptability allows them to evolve their teaching methods, incorporating new techniques or technologies that resonate better with the current cohort of learners. For instance, AB have transitioned from traditional textbook-based approaches to incorporating more engaging multimedia resources and technological tools, which have proven to captivate students' attention and promote active participation in the classroom.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabh\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eC1\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;When we met up the learner at the first time we don't know the students' capability levels. Then I change the way I teach, so it fits to the students' need.\u0026rdquo; (RA similar with EF)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eC2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;Yes Ms, like pre and post pandemic. I feel that it's a bit hard now to make them speak, because the characteristic the student changes a lot. Previously the students' motivation was higher, but now is different. So, I change my strategies, I'm trying to become their friends. \u0026ldquo;(VI)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eC3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;I'd like to say, time changes me to more understand about students' condition. And the purpose is to help the students enjoy and practise more.\u0026rdquo; (JM)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eC4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;Previously, it was only textual then I change it by using technology they are interested in teaching learning process.\u0026rdquo; (AB)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section3\"\u003e\u003ch2\u003e4.2.2 Factors contributes in Choosing Teaching Method\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWhen determining the most effective teaching methods to employ, lecturers are influenced by a multitude of factors that aim to create an optimal learning experience tailored to the specific classroom dynamics. RA is influenced by the wise word \"Don't teach the students in your era, but teach them with in now on the era\". That is the wisdom of adapting their teaching approaches to the current era rather than relying on outdated methods from their own student days.\u003c/p\u003e\u003cp\u003eVI and JM highlighted creating a comfortable learning environment is prioritized, as student performance thrives when they feel at ease rather than forced into an uncomfortable situation. Lecturers must remain flexible, as pre-planned lessons may need to be adjusted based on the specific conditions and receptiveness of each unique class. However, EF emphasized the overall capability levels of the students, are also major determinants of which teaching methods are most effective. Instructors aim to adapt their pedagogy to the subject matter and learners' abilities. Moreover, AB often draw inspiration from their previous teacher or lecturers, emulating teaching styles that fostered an engaging, lively, and enjoyable classroom atmosphere.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabi\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eC5\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;The thing that influence me to use those method is a wise word that say \"Don't teach the students in your era, but teach them with in now on the era.\" (RA)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eC6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;It depends on the class characteristics, sometime I have made plan in teaching, but it changes because the condition of the students.\u0026rdquo; (VI similar with JM)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eC7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;The levels of students' capability influence the teaching method.\u0026rdquo; (EF)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eC8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;My previous lecture inspires me in the way I teach speaking because her way in teaching me was so attractive and funny\u0026rdquo; (AB)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section3\"\u003e\u003ch2\u003e4.2.3 The Collegial Cooperation in Teaching Speaking to Achieve HOTs\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe research findings highlight the importance of collegial cooperation and collaboration among lecturers within their educational institutions. Lecturers engage in various forms of professional exchange and support with their colleagues, fostering a positive and productive working environment.\u003c/p\u003e\u003cp\u003eRA has developed close friendships and strong bonds with their colleagues, often referred to as \"besties.\" These relationships are characterized by mutual understanding, kindness, and generosity. Lecturers openly share their experiences, insights, and even the challenges they encounter with their students, whether related to academic progress, behavioral issues, or technical matters. VI emphasized that collaborative discussions and knowledge-sharing sessions are common practices among lecturers. They engage in open dialogues, exchanging ideas, teaching methods, and best practices. Through these interactions, lecturers gain valuable insights and perspectives from their colleagues, which can enhance their own teaching approaches and strategies.\u003c/p\u003e\u003cp\u003eMoreover, JM and AB highlight constructive feedback and support to one another. They offer suggestions, share resources, and provide guidance, fostering a culture of continuous improvement and professional growth. This mutual support system not only benefits the lecturers themselves but also positively impacts the learning experiences of their students.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabj\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eC9\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;I have many besties with different characteristics. We just sharing, cooperative, kind, and generous. Sometimes we just share about students' trouble in permission or technical.\u0026rdquo; (RA)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eC10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;I usually discuss to my collageous, and I got something \u0026ldquo;(VI)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eC11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026ldquo;We share and provide feedback to each other.\u0026rdquo; (JM, similar with AB)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"5. DISCUSSIONS","content":"\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe findings from this study offer rich insights into lecturers' beliefs and practices regarding teaching speaking skills to foster HOTs among university students. A key finding was the unanimous acknowledgment from lecturers about the importance of teaching speaking to achieve HOTs. This aligned with previous study by M. R. A. Chen \u0026amp; Hwang (2020), who emphasized the vital role speaking skills play in effective communication and language proficiency. The results showed that the lecturers viewed HOTs not just as verbal fluency, but as an integration of analysis, evaluation, and creation of original ideas - higher-order cognitive abilities crucial for 21st century competencies. The learning objectives identified by lecturers, such as enabling opinion expression, real-life communication, and developing critical thinking, creativity, collaboration, etc., directly resonated with Partnership for 21st Century Skills (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) framework. This underscores how lecturers' goals extend beyond basic proficiency to equipping students with the advanced skills needed to thrive professionally.\u003c/p\u003e\u003cp\u003eThe success of teaching depends on lecturers\u0026rsquo; beliefs (Nespor, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e1987\u003c/span\u003e). It influences learning objectives, lecturers\u0026rsquo; roles, students\u0026rsquo; roles, teaching strategies, assessment the lecturers\u0026rsquo; work as in line with (Richards \u0026amp; Lockhart, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e1994\u003c/span\u003e). Lecturers play multifaceted roles to foster HOTs (Jannah, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) as motivators who create a supportive environment for students to speak confidently, and as facilitators who actively engage students in the learning process through interactive activities and constructive feedback (Roets \u0026amp; Maritz, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eOrganizing a class was not an easy job, especially when the target in Speaking is to achieve HOTs, various strategies (Gozali et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Gupta \u0026amp; Mishra, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Kennedy, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Mulyadi et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Ulla, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) like group work, questioning, case studies, debates and discussions parallel techniques had applied by lecturers RA, VI, JM, EF, and AB in teaching speaking to achieve HOTs recommended by researchers Gupta \u0026amp; Mishra (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Ulla (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe current generation of students highly, Gen Z, engaged with digital technologies (RA), prefers the incorporation of technology and multimedia resources in teaching speaking for HOTs, aligning with the findings emphasized by researchers. This finding supports the recommendations of scholars who advocate for the integration of technology in language learning (Abdulrahaman et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The assessment methods employed by the all-lecturers RA, VI, JM, EF and AB, particularly the use of rubrics, are consistent with best practices in evaluating speaking skills and HOTs. The use of rubrics aligns with the principles of Bloom's Revised Taxonomy (Anderson \u0026amp; Krathwohl, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2001\u003c/span\u003e) which provided a framework for classifying cognitive functions and distinguishing between LOTs and HOTs. Furthermore, learning through a multimodal approach that integrates text, audio, visual, and digital interactive elements can enhance students' cognitive engagement at a deeper level (Karjagdi \u0026Ccedil;olak, 2024). This approach naturally facilitates the development of Higher Order Thinking Skills (HOTS) within the learning process (Xie et al., 2025).\u003c/p\u003e\u003cp\u003eFurthermore, the adaptive nature of lecturers' practices, evolving to cater to diverse student needs (RA, EF), external factors like the COVID-19 pandemic (VI), and changing generational preferences, underscores the importance of continuous professional development and reflective practice (Farrell \u0026amp; Kennedy, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Lecturers' willingness to modify their approaches, incorporate engaging technologies, and foster a supportive learning environment demonstrates their commitment to providing an optimal educational experience personalized to the specific needs of their students. Another noticeable practice was the multitude of factors considered when choosing teaching methods. Lecturers aimed to stay relevant to the current era (RA), prioritized comfortable learning environments (VI, JM), personalized methods to student abilities (EF), and drew inspiration from engaging teaching styles they experienced (AB). This multifaceted approach optimized the educational experience, resonating with research emphasizing customized, student-centered (Brush \u0026amp; Soye, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). Fostering collegial cooperation also emerged as an impactful practice. Close collaboration, experience sharing, feedback, and mutual support among lecturers (RA, VI, JM, AB) cultivated a productive environment for professional growth. This aligned with (Meyer et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) who emphasized importance of creating supportive environments that foster professional development and teamwork among educators.\u003c/p\u003e\u003cp\u003eLooking ahead, these findings have significant implications for educational policies and practices. Considering that lecturers' beliefs do not form instantly but through a process, it is essential to establish professional development programs for lecturers (Postholm, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), like formal training to peer collaboration and online resources. Such programs are essential to effectively integrate HOT into speaking instruction. As stated by (Avalos, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) Teacher professional learning is a complex process that involves teachers engaging cognitively and emotionally, reflecting on their beliefs, and pursuing improvements or changes. This is to prepare students with the essential communication and critical thinking skills required for success in the 21st century.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"6. CONCLUSIONS","content":"\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThis study explored lecturers' beliefs and practices regarding the integration of HOTs in teaching speaking skills to university students. The findings revealed a consensus among lecturers about the paramount importance of fostering HOTs alongside speaking proficiency to equip students with the essential 21st century skills required for effective communication, critical thinking, and problem-solving in diverse contexts. Lecturers' beliefs shaped their roles as motivators and facilitators, guiding student-centered learning approaches such as group work, questioning, case studies, and debates. The strategic use of technology and multimedia resources catered to the preferences of today's generation while stimulating cognitive engagement. Assessment through comprehensive rubrics allowed for the evaluation of both speaking abilities and HOTs development.\u003c/p\u003e\u003cp\u003eContinuous adaptation of teaching methods emerged as a pivotal practice, driven by factors such as varying student proficiency levels, learning preferences, and external circumstances like the COVID-19 pandemic. Lecturers demonstrated flexibility in tailoring their approaches, starting from fundamental concepts when necessary and incorporating engaging technologies to maintain student motivation and participation.\u003c/p\u003e\u003cp\u003eFurthermore, the study highlighted the significance of collegial cooperation and professional development opportunities. Through experience sharing, peer feedback, and mutual support, lecturers cultivated a collaborative environment conducive to continuous improvement. Drawing from diverse sources, including formal training, online resources, scholarly literature, and hands-on classroom experiences, lecturers expanded their repertoire of effective strategies for integrating HOTs into speaking instruction.\u003c/p\u003e\u003cp\u003eThe researchers note that more studies are needed to teachers\u0026rsquo; beliefs and practices in teaching Speaking to achieve HOTs. This study has some limitations: small number of participants and there is no comparative data between lecturers and students on teaching speaking to achieve HOTs. Future research could make comparison of lecturers\u0026rsquo; beliefs and classroom practices between two or more different universities, and identify gaps between lecturers' objectives and students' experiences by using surveys or focus groups with students. Additionally, it would be beneficial to investigate the challenges and solutions in teaching speaking to achieve HOTs.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eConflict of Interest\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declared no potential conflicts of interest with respect to the research, authorship, or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors received no financial support for the research, authorship, and/or publication of this article.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and/or analyzed during the current study are not publicly available due to confidentiality and anonymity agreements with participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and Consent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe need for ethical approval for this study was not required under Indonesian national research ethics regulations, as the research involved only voluntary participation through interviews and document analysis, without any intervention or collection of sensitive personal data. The research was conducted in accordance with the ethical principles of the Declaration of Helsinki and followed the national research ethics guidelines issued by the Ministry of Education, Culture, Research, and Technology of Indonesia.\u003c/p\u003e\n\u003cp\u003eAll participants provided informed consent prior to participation. They were fully informed about the study\u0026rsquo;s purpose, procedures, potential risks, and benefits. Participation was entirely voluntary. No participants under the age of 16 were involved in this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for Publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll participants provided informed consent for the anonymized use of their data in research publication. Confidentiality and anonymity were strictly maintained throughout the research process. No personally identifiable information was collected, ensuring participants\u0026rsquo; privacy and data protection.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAbdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., \u0026amp; Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. In \u003cem\u003eHeliyon\u003c/em\u003e (Vol. 6, Issue 11). Elsevier Ltd. https://doi.org/10.1016/j.heliyon.2020.e05312\u003c/li\u003e\n\u003cli\u003eAnderson, L. W., \u0026amp; Krathwohl, D. R. (2001). \u003cem\u003eA taxonomy for learning teaching and assessing_ a revision of Bloom`s taxonomy of educational objetives-Longman (2001)\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eAnsori, M., \u0026amp; Nurkamto, J. (n.d.). Integration of Higher Order Thinking Skills in Teaching Reading. \u003cem\u003eELS Journal on Interdisciplinary Studies in Humanities\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(4), 541\u0026ndash;555. http://journal.unhas.ac.id/index.php/jish\u003c/li\u003e\n\u003cli\u003eAvalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. In \u003cem\u003eTeaching and Teacher Education\u003c/em\u003e (Vol. 27, Issue 1, pp. 10\u0026ndash;20). https://doi.org/10.1016/j.tate.2010.08.007\u003c/li\u003e\n\u003cli\u003eAziz, T. A., \u0026amp; Kharis, S. A. A. (2021). Characteristics of problems for developing higher-order thinking skills in mathematics. \u003cem\u003eJournal of Physics: Conference Series\u003c/em\u003e, \u003cem\u003e1882\u003c/em\u003e(1). https://doi.org/10.1088/1742-6596/1882/1/012074\u003c/li\u003e\n\u003cli\u003eBarak, M., \u0026amp; Shakhman, L. (2008). Fostering higher-order thinking in science class: Teachers\u0026rsquo; reflections. \u003cem\u003eTeachers and Teaching: Theory and Practice\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(3), 191\u0026ndash;208. https://doi.org/10.1080/13540600802006079\u003c/li\u003e\n\u003cli\u003eBasit, T. N. (2003). Manual or electronic? The role of coding in qualitative data analysis. \u003cem\u003eEducational Research\u003c/em\u003e, \u003cem\u003e45\u003c/em\u003e(2), 143\u0026ndash;154. https://doi.org/10.1080/0013188032000133548\u003c/li\u003e\n\u003cli\u003eBereczki, E. O., \u0026amp; K\u0026aacute;rp\u0026aacute;ti, A. (2021). Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers\u0026rsquo; beliefs and practices. \u003cem\u003eThinking Skills and Creativity\u003c/em\u003e, \u003cem\u003e39\u003c/em\u003e. https://doi.org/10.1016/j.tsc.2021.100791\u003c/li\u003e\n\u003cli\u003eBorg, S., \u0026amp; Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers\u0026rsquo; beliefs and practices. \u003cem\u003eLanguage Teaching Research\u003c/em\u003e, \u003cem\u003e23\u003c/em\u003e(1), 9\u0026ndash;38. https://doi.org/10.1177/1362168817725759\u003c/li\u003e\n\u003cli\u003eBrush, T., \u0026amp; Soye, J. (2000). \u003cem\u003eImplementation and Evaluation of a Student-Centered Learning Unit: A Case Study\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eChen, C.-C., Wu, M.-C., \u0026amp; Wu, T.-T. (2018). Discussion on the teaching and learning innovation of higher-order thinking. \u003cem\u003eLecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)\u003c/em\u003e, \u003cem\u003e11003 LNCS\u003c/em\u003e, 609\u0026ndash;615. https://doi.org/10.1007/978-3-319-99737-7_65\u003c/li\u003e\n\u003cli\u003eChen, M. R. A., \u0026amp; Hwang, G. J. (2020a). Effects of a concept mapping-based flipped learning approach on EFL students\u0026rsquo; English speaking performance, critical thinking awareness and speaking anxiety. \u003cem\u003eBritish Journal of Educational Technology\u003c/em\u003e, \u003cem\u003e51\u003c/em\u003e(3), 817\u0026ndash;834. https://doi.org/10.1111/bjet.12887\u003c/li\u003e\n\u003cli\u003eChen, M. R. A., \u0026amp; Hwang, G. J. (2020b). Effects of a concept mapping-based flipped learning approach on EFL students\u0026rsquo; English speaking performance, critical thinking awareness and speaking anxiety. \u003cem\u003eBritish Journal of Educational Technology\u003c/em\u003e, \u003cem\u003e51\u003c/em\u003e(3), 817\u0026ndash;834. https://doi.org/10.1111/bjet.12887\u003c/li\u003e\n\u003cli\u003eCreswell, J. (2018). \u003cem\u003eCreswell (2018) Research Design - Qualitative, Quantitative, and Mixed Methods Approaches - 5th edition\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eFarrell, T. S. C., \u0026amp; Kennedy, B. (2019). Reflective practice framework for TESOL teachers: one teacher\u0026rsquo;s reflective journey. \u003cem\u003eReflective Practice\u003c/em\u003e, \u003cem\u003e20\u003c/em\u003e(1), 1\u0026ndash;12. https://doi.org/10.1080/14623943.2018.1539657\u003c/li\u003e\n\u003cli\u003eFives, H., \u0026amp; Gill, M. G. (2015). \u003cem\u003eInternational Handbook of Research on Teachers\u0026rsquo; Beliefs\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eFlick, \u0026amp; Uwe. (2013). \u003cem\u003eThe SAGE Handbook of Qualitative Data Analysis\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eGalleta, A. (2013). \u003cem\u003eMastering the Semi-Structured Interview and Beyond\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eGanapathy, M. G., Singh, M. K. M., Kaur, S., \u0026amp; Kit, L. W. (2017). Promoting higher order thinking skills via teaching practices. \u003cem\u003e3L: Language, Linguistics, Literature\u003c/em\u003e, \u003cem\u003e23\u003c/em\u003e(1), 75\u0026ndash;85. https://doi.org/10.17576/3L-2017-2301-06\u003c/li\u003e\n\u003cli\u003eGozali, I., Lie, A., Tamah, S. M., \u0026amp; Jemadi, F. (2021). HOTS questioning ability and HOTS perception of language teachers in Indonesia. \u003cem\u003eIndonesian Journal of Applied Linguistics\u003c/em\u003e, \u003cem\u003e11\u003c/em\u003e(1), 60\u0026ndash;71. https://doi.org/10.17509/ijal.v11i1.34583\u003c/li\u003e\n\u003cli\u003eGupta, T., \u0026amp; Mishra, L. (2021). Perceptions of Secondary School Teachers on HOTS: A Qualitative Analysis. \u003cem\u003eMulticultural Education\u003c/em\u003e, \u003cem\u003eVolume 7\u003c/em\u003e(Issue 4). https://doi.org/10.5281/zenodo.4679571\u003c/li\u003e\n\u003cli\u003eHamzah, H., Hamzah, M. I., \u0026amp; Zulkifli, H. (2022). Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules. In \u003cem\u003eSustainability (Switzerland)\u003c/em\u003e (Vol. 14, Issue 2). MDPI. https://doi.org/10.3390/su14020813\u003c/li\u003e\n\u003cli\u003eHynes, W., Trump, B., Love, P., \u0026amp; Linkov, I. (2020). Bouncing forward: a resilience approach to dealing with COVID-19 and future systemic shocks. \u003cem\u003eEnvironment Systems and Decisions\u003c/em\u003e, \u003cem\u003e40\u003c/em\u003e(2), 174\u0026ndash;184. https://doi.org/10.1007/s10669-020-09776-x\u003c/li\u003e\n\u003cli\u003eIbrahim, N. N., Ayub, A. F. M., \u0026amp; Yunus, A. S. M. (2020). Impact of Higher Order Thinking Skills (HOTS) Module Based on the Cognitive Apprenticeship Model (CAM) on student\u0026rsquo;s performance. \u003cem\u003eInternational Journal of Learning, Teaching and Educational Research\u003c/em\u003e, \u003cem\u003e19\u003c/em\u003e(7), 246\u0026ndash;262. https://doi.org/10.26803/IJLTER.19.7.14\u003c/li\u003e\n\u003cli\u003eJannah, S. M. (2018). \u003cem\u003eTEACHERS\u0026rsquo; BELIEFS ON TEACHING READING TO ACHIEVE HIGHER ORDER THINKING SKILLS (HOTs): A CASE STUDY AT SMA ABBS SURAKARTA\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eKarim, A., Reshmin, L., Kabilan, M. K., Shahed, F. H., Rahman, M. M., \u0026amp; Singh, M. K. M. (2020). Understanding EFL teachers\u0026rsquo; beliefs and practices in EFL classrooms: A phenomenological approach to the impact of teacher education program in Bangladesh. \u003cem\u003eQualitative Report\u003c/em\u003e, \u003cem\u003e25\u003c/em\u003e(10), 3683\u0026ndash;3718. https://doi.org/10.46743/2160-3715/2020.4272\u003c/li\u003e\n\u003cli\u003eKennedy, R. R. (2009). The power of in-class debates. \u003cem\u003eActive Learning in Higher Education\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e(3), 225\u0026ndash;236. https://doi.org/10.1177/1469787409343186\u003c/li\u003e\n\u003cli\u003eKhoram, A. (2019). The impact of task type and pre-task planning condition on the accuracy of intermediate EFL learners\u0026rsquo; oral performance. \u003cem\u003eCogent Education\u003c/em\u003e, \u003cem\u003e6\u003c/em\u003e(1). https://doi.org/10.1080/2331186X.2019.1675466\u003c/li\u003e\n\u003cli\u003eKosasih, A., Supriyadi, T., \u0026amp; Rahminawati, N. (2022). Hasan Aydin Higher-Order Thinking Skills in Primary School. \u003cem\u003eJournal of Ethnic and Cultural Studies\u003c/em\u003e, \u003cem\u003e9\u003c/em\u003e(1), 56\u0026ndash;76. https://doi.org/10.2307/48710289\u003c/li\u003e\n\u003cli\u003eKwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., \u0026amp; Daungtod, S. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. \u003cem\u003eHeliyon\u003c/em\u003e, \u003cem\u003e7\u003c/em\u003e(6). https://doi.org/10.1016/j.heliyon.2021.e07309\u003c/li\u003e\n\u003cli\u003eMao, S. S., \u0026amp; Crosthwaite, P. (2019). Investigating written corrective feedback: (Mis)alignment of teachers\u0026rsquo; beliefs and practice. \u003cem\u003eJournal of Second Language Writing\u003c/em\u003e, \u003cem\u003e45\u003c/em\u003e, 46\u0026ndash;60. https://doi.org/10.1016/j.jslw.2019.05.004\u003c/li\u003e\n\u003cli\u003eMatthee, M., \u0026amp; Turpin, M. (2019). Invited Paper: Teaching Critical Thinking, Problem Solving, and Design Thinking: Preparing IS Students for the Future. \u003cem\u003eJournal of Information Systems Education\u003c/em\u003e, \u003cem\u003e30\u003c/em\u003e(4), 242\u0026ndash;252.\u003c/li\u003e\n\u003cli\u003eMeyer, A., Richter, D., \u0026amp; Hartung-Beck, V. (2022). The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers\u0026rsquo; collective efficacy. \u003cem\u003eEducational Management Administration and Leadership\u003c/em\u003e, \u003cem\u003e50\u003c/em\u003e(4), 593\u0026ndash;612. https://doi.org/10.1177/1741143220945698\u003c/li\u003e\n\u003cli\u003eMulyadi, D., Wijayatiningsih, T. D., Swaran Singh, C. K., \u0026amp; Prastikawati, E. F. (2021). Effects of technology enhanced task-based language teaching on learners\u0026rsquo; listening comprehension and speaking performance. \u003cem\u003eInternational Journal of Instruction\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(3), 717\u0026ndash;736. https://doi.org/10.29333/iji.2021.14342a\u003c/li\u003e\n\u003cli\u003eNespor, J. (1987). The role of beliefs in the practice of teaching. \u003cem\u003eJournal of Curriculum Studies\u003c/em\u003e, \u003cem\u003e19\u003c/em\u003e(4), 317\u0026ndash;328. https://doi.org/10.1080/0022027870190403\u003c/li\u003e\n\u003cli\u003ePartnership for 21st Century Skills. (2013). \u003cem\u003e21st CENTURY STUDENT OUTCOMES\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003ePostholm, M. B. (2012). Teachers\u0026rsquo; professional development: A theoretical review. \u003cem\u003eEducational Research\u003c/em\u003e, \u003cem\u003e54\u003c/em\u003e(4), 405\u0026ndash;429. https://doi.org/10.1080/00131881.2012.734725\u003c/li\u003e\n\u003cli\u003eRezaei, E., \u0026amp; Beheshti Shirazi, S. S. (2024). The impact of thinking-aloud peer assessment (TAPA) on the development of high order thinking skills (HOTS) in math e-learning. \u003cem\u003eEducation and Information Technologies\u003c/em\u003e. https://doi.org/10.1007/s10639-024-12607-0\u003c/li\u003e\n\u003cli\u003eRichards, J. C., \u0026amp; Lockhart, C. (1994). \u003cem\u003e2 Interaction in the second language classroom\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eRichards, J. C., \u0026amp; Lockhart, C. (2006). \u003cem\u003eReadings in Methodology A collection of articles on the teaching of English as a foreign language\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eRoets, L., \u0026amp; Maritz, J. (2017). Facilitating the development of higher-order thinking skills (HOTS) of novice nursing postgraduates in Africa. \u003cem\u003eNurse Education Today\u003c/em\u003e, \u003cem\u003e49\u003c/em\u003e, 51\u0026ndash;56. https://doi.org/10.1016/j.nedt.2016.11.005\u003c/li\u003e\n\u003cli\u003eSetyarini, S., Muslim, A. B., Rukmini, D., Yuliasri, I., \u0026amp; Mujianto, Y. (2018). Thinking critically while storytelling: Improving children\u0026rsquo;s HOTS and English oral competence. \u003cem\u003eIndonesian Journal of Applied Linguistics\u003c/em\u003e, \u003cem\u003e8\u003c/em\u003e(1), 189\u0026ndash;197. https://doi.org/10.17509/ijal.v8i1.11480\u003c/li\u003e\n\u003cli\u003eSu, Y. H., Feng, L. Y., Yang, C. C., \u0026amp; Chen, T. L. (2012). How teachers support university students\u0026rsquo; lifelong learning development for sustainable futures: The student\u0026rsquo;s perspective. \u003cem\u003eFutures\u003c/em\u003e, \u003cem\u003e44\u003c/em\u003e(2), 158\u0026ndash;165. https://doi.org/10.1016/j.futures.2011.09.008\u003c/li\u003e\n\u003cli\u003eSusanto, A., Oktavia, Y., Yuliani, S., Rahayu, P., Haryati, \u0026amp; Tegor. (2020). English lecturers\u0026rsquo; beliefs and practices in vocabulary learning. \u003cem\u003eStudies in English Language and Education\u003c/em\u003e, \u003cem\u003e7\u003c/em\u003e(2), 486\u0026ndash;503. https://doi.org/10.24815/siele.v7i2.16970\u003c/li\u003e\n\u003cli\u003eThamrin, N. R., Widodo, P., \u0026amp; Margana. (2019). Developing Higher Order Thinking Skills (Hots) for Reading Comprehension Enhancement. \u003cem\u003eJournal of Physics: Conference Series\u003c/em\u003e, \u003cem\u003e1179\u003c/em\u003e(1). https://doi.org/10.1088/1742-6596/1179/1/012073\u003c/li\u003e\n\u003cli\u003eUlla, M. B. (2020). Students\u0026rsquo; speaking motivation and their perspectives on a task-based language classroom: Pedagogical implications. \u003cem\u003eJournal of Asia TEFL\u003c/em\u003e, \u003cem\u003e17\u003c/em\u003e(2), 681\u0026ndash;688. https://doi.org/10.18823/asiatefl.2020.17.2.26.681\u003c/li\u003e\n\u003cli\u003eWigati, I., Astuti, M., \u0026amp; Ramdani, Z. (2023). Perception of Religious Lecturers of Higher Order Thinking Skills and Students\u0026rsquo; Academic Performance in Online Learning. \u003cem\u003eInternational Journal of Learning, Teaching and Educational Research\u003c/em\u003e, \u003cem\u003e22\u003c/em\u003e(4), 124\u0026ndash;140. https://doi.org/10.26803/IJLTER.22.4.8\u003c/li\u003e\n\u003cli\u003eZohar, A., Zohar, A., Degani, A., \u0026amp; Vaaknin, E. (2001). Teachers\u0026rsquo; beliefs about low-achieving students and higher order thinking. In \u003cem\u003eTeaching and Teacher Education\u003c/em\u003e (Vol. 17).\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"HOTs, Lecturers' Beliefs, Lecturers' Practices, Teaching Speaking, 21st Century Skills","lastPublishedDoi":"10.21203/rs.3.rs-7723916/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7723916/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eFostering HOTs in teaching speaking is crucial for developing effective communication, critical thinking, and problem-solving abilities in students. However, despite the paramount importance of effective communication in the 21st century, there is a limited of research investigating the incorporation of HOTs in teaching speaking. This qualitative phenomenological study aimed to investigate lecturers' beliefs and practices in teaching speaking to achieve HOTs among university students. Semi-structured interviews were conducted with five English lecturers from a private university in Central Java, Indonesia. The findings revealed a consent among lecturers about the significance of teaching speaking to develop HOTs, encompassing analysis, evaluation, and creation of original ideas. Lecturers' beliefs influenced their roles, learning objectives, teaching strategies, use of technology, and assessment. Lecturers\u0026rsquo; practices included adapting teaching methods to cater to diverse student needs, incorporating engaging technologies, fostering collegial cooperation, and continuous professional development. Lecturers drew from formal training, peer learning, online resources, classroom experiences, and scholarly literature to enhance their expertise in teaching for HOTs. This highlighted the need for targeted professional development programs and evidence-based pedagogical approaches to effectively integrate HOTs in speaking instruction, ultimately equipping students with the essential communication and critical thinking skills required for success in the 21st century.\u003c/p\u003e","manuscriptTitle":"Exploring HOTs through Lecturers’ Beliefs and Practices in Teaching Speaking Skills","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-20 09:10:12","doi":"10.21203/rs.3.rs-7723916/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-12-05T10:13:56+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-30T20:55:44+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"209118794652896287221124644950291405096","date":"2025-11-20T09:30:14+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-19T15:43:48+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"327934863143766120560201412627273829464","date":"2025-11-19T15:10:01+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"106757871513806803132868092195001468359","date":"2025-11-11T02:07:09+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-11-10T22:16:14+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-11-10T22:11:58+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-10-31T14:08:34+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-10-29T23:55:11+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-10-29T23:52:05+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"71e15860-db9b-47c5-8af3-837bf7ae61be","owner":[],"postedDate":"November 20th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-02-06T20:09:37+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-20 09:10:12","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7723916","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7723916","identity":"rs-7723916","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}