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

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.