Fostering Higher-Order Thinking Skills of Undergraduate Students: The Integration of Blended Learning in College English Teaching

This thesis probes into the essential role of higher-order thinking skills (HOTS) in English language learning, particularly in nurturing independent, innovative, and critical thinkers who are prepared for the challenges of the contemporary world. The study provides a thorough evaluation of how blended teaching methods impact the cultivation of these skills among undergraduate students. The research involves 127 students and 3 college English teachers at a private university of Guangxi, focusing on undergraduates enrolled in a general compulsory course called College English for non-English majors. The proficiency level of these students is generally below the average of Chinese undergraduates, as most have not passed the College English Test Band-4 (CET-4) in China. By using a mixed-method approach with surveys and interviews, this research provides insights into the effectiveness of blended learning in fostering critical thinking, creativity, and problemsolving. The findings show that blended teaching boosts student participation and creates a collaborative environment, enhancing their high-er-order thinking skills. The study also proposes strategies to optimize blended learning, fostering critical thinking and innovation for student success. These strategies include integrating technology tools, using problem-based learning, and creating an interactive classroom to better nurture students' HOTS and enhance their academic success. This research underscores the importance of adapting teaching methodologies to meet the evolving demands of education, ensuring that students are not only receivers of knowledge but also active, innovative contributors to society.