| Abstract |
One of the challenges associated with integrating self-directed learning in the
Malaysian classroom is to integrate a culture of thinking among learners.
Learners tend to become overly dependent on the educator and feel
uncomfortable with tasks that require them to think and express original ideas
(Choi & Rhee, 2013). One way to cultivate the thinking culture is by practicing
Heuristic conversation, also known as teaching with discussion (Gushchin,
2015). To put this into practice, a task-based language teaching (TBLT) tool is
introduced called The Thinking Wheel. The idea to come up with the Thinking
Wheel emerged from classroom observations where learners find it difficult to
pose simple questions and convey their thoughts. Hence, the Thinking Wheel
is regarded as a tool that will assist learners’ understanding through a more
enriching experience. The wheel consists of carefully selected
questions/prompts that encourage active participation in the task. Upon
receiving a task from the instructor, learners will spin the wheel to determine a
question. Once a question is obtained, learners will relate the question with
the given task and start discussing in groups. The process is conducted in
groups as group activity allows room for more creative ideas to flow in a non-
threatening environment. One unique element of the wheel is the SCAMPER
– a creative thinking technique that enables learners to explore and tap their
creative sides. The novelty of this tool lies in its 3-layer feature where learners
can either engage in the basic 5W1H Questions, SCAMPER or specific
questions to complete a task. A task-based approach is deployed in this tool
as it provides opportunities for a learner-focused approach and stresses on
meaning over form (Ellis, 2009; Hismanoglu & Hismanoglu, 2011).The
Thinking Wheel is certainly useful in the ESL classroom to encourage learner
engagement and reinforce thinking routines in learning. |