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This article presents a case study using interviews, audio recordings, and class observations to examine the relationship. The study aims to show how learners enhance higher order thinking while acquiring a second language, and to motivate directors and instructors to design effective collaborative learning activities in 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Abstract\n\nThe effects of collaborativc learning have hecn well studied in the conlexl of students'developingreading proficiency.However,only a handful of scholars have examined the impact of collaborativelearning on students'devclopment of higher order thinking skills(Chapman,Ramondt,and Smilcy,2005;Lehtinen et al.,1999;Ma 2009).This article reports a case study that explored how collaborativelearning supports English as a Second Language(ESL)learners'developmenl of higher order thinkingskills in a traditional ESL granmar class.To collect data,the researcher employed interviews,audiorccordings,and class ohscrvations.It is hoped that through understanding this rclationship not onlywill ESL learners develop their higher order thinking skills while acquiring a second language,but alsoschool directors and instructors will be inspired to create effective collaborative learning activities.  \nSince the emergence ofcommunicative language teaching,in which interaction is both the means and the goaloflearning,schools and instructors in most parts of the world have increasingly incorporated more collaborativelearning activities into their classrooins.Collaborative learning is an approach in which a small group oflearnerswork together to complete a task,solve a problen,or produce a product(MacGregor,1990).  \nA plethora ofresearch has studied the effect of collaborative learning or technology-supported collaborativelearning on students'literacy developinent and reading proficiency(Breiner,Vaughn,Clapper,&Kin,2002;Coininander &de Guerrero,2013;Klingner &Vaughn,2000;Lan,Sung,&Chang,2007;Meyer,2010;Momtaz &  \nGarner,2010;Wiseman &Belknap,2013;Wright,Zyto,Karger,&Newman,2013).However,only a handful ofscholars(Chapman,Ramondt,and Smiley(2005);Lehtinen et al.(1999);Ma(2009)),have paid attention to theeffect of these learning approaches on students'development ofhigher order thinking skills.Higher order thinkingskills include the ability to analyze,evaluate,and synthesize information.Consequently,it remains an open questionregarding how collaborative learning supports students'development of higher order thinking skills.Of these fewstudies,most have been focused on reading skills,leaving room for research into the other language skills such asgrammar acquisition.Research on how collaborative learning supports the development of higher order thinkingskills in a traditional English as a Second Language(ESL)grammar class context remains scarce.  \nThe benefits of collaborative learning are likely to be experienced by both native English speakers in theirdevelopment of reading skills and ESL students in their development of higher order thinking skills while learninggrammar.Within the social constructivist framework,\"Knowledge is constructed by the learners,but its focus is onthe role of social interactions and situations as the key driving force for kowledge development”(Inoue,2012,p.  \n95).In social interactions,learners express ideas and exchange perspectives with each other to construct the meaningof some certain knowledge.The scarcity of information on how to foster students'higher order thinking skills byusing collaborative learning activities in a traditional grammar classroom is regrettable because it is the sort ofknowledge schools and teachers need to have if they intend to better promote ESL students'learning outcomes.Thepurpose of this study was to contribute to the knowledge base by exploring how collaborative learning activitiessupport ESL students'higher order thinking development in a traditional grammar class.  \n## Literature Review\n\nHigher order thinking emerging from Bloom's Taxonomy helps educators gain insight into student thinkingand learning.Bloom's Taxonomy became known to the public with the publication of Taxonony of EducationObjectives:The Classification of Educational Goals(Bloom,Engelhart,Furst,Hill,&Kr","cbCaie88BjMEw2wd","https://ap.wps.com/l/cbCaie88BjMEw2wd","pdf",483513,14,"English","# Abstract\n# Literature Review","[{\"question\":\"What does the article investigate about collaborative learning?\",\"answer\":\"It explores how collaborative learning supports ESL learners’ development of higher order thinking skills in a traditional ESL grammar class context.\"},{\"question\":\"How was data collected for the case study?\",\"answer\":\"The researcher used interviews, audio recordings, and class observations to collect data.\"},{\"question\":\"What skills are considered “higher order thinking” in the article?\",\"answer\":\"Higher order thinking includes analyzing, evaluating, and synthesizing information.\"}]","How Collaborative Learning Supports ESL Learners' Development of Higher Order Thinking Skills | PDF",1792086623,35]