Speaker
ABSTRACT
Encouraging agency and autonomy while nurturing critical thinking in academic speaking classes is essential for student development. However, first-year college students often depend on teacher prompts, hindering their ability to think independently and engage in metacognitive reflection.
This presentation highlights hexagonal thinking as a strategy to empower students to take ownership of their learning, fostering metacognitive skills and critical thinking in collaborative discussions. Preliminary learning outcomes from a study involving 20 first-year students with pre-intermediate to low-intermediate levels of English competency at a Japanese university demonstrate the ability of this strategy to elicit deeper connections, improve creativity, and enhance speaking opportunities.
Drawing on frameworks for learner autonomy and critical thinking, hexagonal thinking enables students to reflect on their thought processes, articulate ideas independently, and build confidence in self-directed academic discussions. Attendees will leave equipped with practical tools and strategies to integrate hexagonal thinking into their teaching, creating a classroom environment that prioritizes student agency, metacognition, and meaningful engagement.
KEYWORDS
hexagonal thinking, critical thinking, discussions
| TITLE | Hexagonal Thinking in Academic Discussions |
|---|---|
| RELEVANT SIG | Critical Thinking |
| FORMAT | Practice-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
