Enhancing Senior High School Students’ Written Idea Articulation in English Using ‘THINKS’ as a Visible Thinking Routine

https://doi.org/10.48185/tts.v6i1.1622

Authors

Keywords:

THINKS routine, idea articulation, critical thinking, Visible Thinking Routines

Abstract

This action research assessed the effectiveness of the “THINKS routine” Visible Thinking Routine (VTR) in enhancing the written idea articulation skills of Grade 11 STEM (Science, Technology, Education, and Mathematics) students at a public Senior High School in Cagayan de Oro, Philippines. Using a mixed-methods design, the study combined pre- and post-test assessments with a Focus Group Discussion (FGD). Fourteen students, selected through purposive and convenience sampling, participated in a four-week intervention. Results revealed significant improvement in students’ articulation scores, progressing from “Satisfactory” to “Excellent.” The Wilcoxon Signed-Rank Test confirmed a statistically significant difference between pre- and post-test scores (p < 0.001). Qualitative findings indicated that THINKS enhanced critical thinking, organized thought processes, note-taking, supported writing tasks, and proved adaptable across subjects. However, challenges emerged, including limited time, lack of timely feedback, and the absence of formal validation for the THINKS routine—though the scoring rubric for idea articulation was validated. Despite this, the routine aligns with the core principles of VTRs particularly its focus on making thinking visible through structured, reflective practices. Future research should validate the routine, refine its components, incorporate teacher feedback, explore its applicability to diverse learners, and integrate it into digital platforms. Overall, THINKS demonstrated strong potential as a flexible and effective strategy for improving students’ ability to articulate ideas in writing.

Downloads

Download data is not yet available.

Author Biographies

Adeva Jane Esparrago-Kalidas, Xavier University - Ateneo de Cagayan/ Ateneo de Manila University

Adeva Jane Esparrago – Kalidas, MAEd, MCAS currently teaches English Language, Literature and Research in the Junior High School and serves as an Assistant Professor in the School of Education of Xavier University - Ateneo de Cagayan. She took up her bachelor’s degree in education major in English from Xavier University, Cagayan de Oro, where she also completed her master’s in education degree specializing in Teaching Communication Arts - English. She took her second master’s degree in Culture and Arts Studies at the Mindanao State University - Iligan Institute of Technology and is currently completing her Doctor of Philosophy in Education degree at Ateneo de Manila University. Adeva conducts lectures and workshops on critical thinking, the art of questioning, and second language learning. She has extensively published her research and creative works in various reputable local, national and international journals and is a recipient of various scholarships and research grants and awards. Adeva is currently a member of Toastmasters International, Arkadia Art Collective and Nagkahiusang Magsusulat sa Cagayan de Oro (NAGMAC).

Aaron Gabriel B. Jilhaney , Xavier University - Ateneo de Cagayan

Aaron Gabriel Jilhaney is Bachelor of Secondary Education major in English student at Xavier University–Ateneo de Cagayan. A consistent Dean’s Lister, he aspires to graduate magna cum laude. His interest in research began during senior high school at Liceo de Cagayan University, where he led research projects in both Grade 11 and Grade 12. From elementary through college, he has consistently earned academic honors and remains committed to excellence in the field of education.

Elijah Ezekiel B. Jilhaney, Xavier University - Ateneo de Cagayan

Elijah Ezekiel B. Jilhaney is currently taking up his Bachelor of Secondary Education major in English at Xavier University–Ateneo de Cagayan. His interest in research started during his Senior High School years at Liceo de Cagayan University, where he served as the leader and assistant leader in his research group, respectively. Elijah believes that research is a powerful tool to improve his teaching practices, fueling his passion to become a more effective, empathetic, and reflective educator.

Mary Rose Ziporah E. Factura, Xavier University - Ateneo de Cagayan

Mary Rose Ziporah E. Factura is a Bachelor of Secondary Education major in English at Xavier University – Ateneo de Cagayan. As a city scholar, she believes in education as a tool for social good. Her interests include literature, the humanities, and the arts, and she is passionate about innovative and values-driven teaching. She is currently exploring research in language education.

Keane Zahc C. Tapungot, Xavier University - Ateneo de Cagayan

Keane Zahc C. Tapungot is a Bachelor of Secondary Education major in English student at Xavier University – Ateneo de Cagayan. Passionate about the power of research, He believes it is a vital tool for improving lives, particularly within the educational landscape. With strong interests in journalism, literature, and the arts, He is also open to innovation as a means to enhance teaching and learning.

Erwin Bagon Langam , Cagayan de Oro National High School - Senior High School

Erwin Bagon Langam is a graduate of Capitol University, holding a Bachelor of Secondary Education degree, majoring in English. During his time in college, he served as president of the College of Education and vice chairman of the Central Student Government, earning a leadership award. He has nine years of teaching experience—eight in private schools and one in a public school—and has dedicated himself to this profession, particularly teaching and research. Currently, he teaches English and Practical Research at Cagayan de Oro National High School, Senior High unit, where he also serves as the school research coordinator.

References

Peñalver, E. A., & Laborda, J. G. (2021). Online Learning During the Covid-19 Pandemic: How has this new situation affected students’ oral communication skills? Journal of Language and Education, 7(4), 30–41. https://doi.org/10.17323/jle.2021.11940

Boulhissa, Saber, and Laamara Boutheyna (2022). The Effects of E-learning during the Pandemic on Students’ Writing Skill. Retrieved from https://dspace.centre-univ-mila.dz/jspui/handle/123456789/2300

Wong, S. S. H., & Lim, S. W. H. (2021). Take notes, not photos: Mind-wandering mediates the impact of note-taking strategies on video-recorded lecture learning performance. Journal of Experimental Psychology Applied, 29(1), 124–135. https://doi.org/10.1037/xap0000375

Gatcho, A. R. G., Manuel, J. P. G., & Hajan, B. H. (2024). No child left behind, literacy challenges ahead: a focus on the Philippines. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1349307

Organisation for Economic Co-operation and Development. (2023). PISA 2022 Results (Volume I). Programme for International Student Assessment/Internationale Schulleistungsstudie. https://doi.org/10.1787/53f23881-en

Gómez-Veiga, I., Chaves, J. O. V., Duque, G., & Madruga, J. a. G. (2018). A new look to a classic issue: reasoning and academic achievement at secondary school. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00400

Whiting, K. (2020). What are the top 10 job skills for the future? World Economic Forum.

https://www.weforum.org/stories/2020/10/top-10-work-skills-of-tomorrow-how-lon g-it-takes-to-learn-

them/

Cañas, M., García, N., & Pinedo, R. (2018). Thinking Routines Across Different Subjects And Educational Levels. Inted Proceedings. https://doi.org/10.21125/inted.2018.1317

Al-Saraf, E. (2022). How To Find A Research Gap (Literature Gap). Grad Coach. https://gradcoach.com/research-gap/

Corwin, S. (2023). Thinking routines and visible thinking strategies for critical thinking. Europass Teacher Academy.https://www.teacheracademy.eu/blog/thinking-routines-and-visible-thinking-strategies/

Kolomitro, K., Laverty, C., & Lee, E. A. (2020). Making learning visible. In BRILL eBooks

(pp. 154–172). https://doi.org/10.1163/9789004436657_009

University of Kansas School of Education and Human Sciences (2021). KU SOE. https://educationonline.ku.edu/community/great-visible-thinking-routines-for-the-classroom

Lei, Y., & Jeyaraj, J.J. (2023). Developing Critical Thinking in EFL through Visible Thinking Routines: Experiences of Teachers in a Chinese International School. International Journal of English Language Education, 11(1), 111–111. https://doi.org/10.5296/ijele.v11i1.20894

Ritchhart, R., & Church, M. (2020). The power of making thinking visible: Practices to engage and empower all learners. John Wiley & Sons.

Wolberg, R. I., & Goff, A. (2017). Thinking routines: Replicating classroom practices within museum settings. In Early Learning (pp. 59-68). Routledge.

Breitwieser, J., Nobbe, L., Biedermann, D., & Brod, G. (2023). Boosting self-regulated learning with mobile interventions: Planning and prompting help children maintain a regular study routine. Computers & Education, 205, 104879.

The Foundation for Critical Thinking. (2019). Defining Critical Thinking. The Foundation for Critical Thinking; Foundation for Critical Thinking. https://www.criticalthinking.org/pages/defining-critical-thinking/766

Fisher, A. (2001). Critical thinking: An Introduction (1st ed.). Cambridge University Press.

Shanmugam, B., Chew, F. P., & Ng, N. L. L. (2024). Effect of Background Knowledge, Writing Self-Efficacy and Critical Thinking on Writing Performance. Pegem Journal of Education and Instruction, 14(4), 102–115. https://doi.org/10.47750/pegegog.14.04.11

Al-Mahrooqi, R., & Denman, C. J. (2020). Assessing Students’ Critical Thinking Skills in the Humanities and Sciences Colleges of a Middle Eastern University. International Journal of Instruction, 13(1), 783-796. https://doi.org/10.29333/iji.2020.13150a

Ritchhart, R., & Perkins, D. (2017). Cultures of Thinking: Seminar Packet 1D. Project Zero, Harvard

Graduate School of Education. Retrieved from https://bpb-ap-se2.wpmucdn.com/

learn.stleonards.vic.edu.au/dist/b/174/files/2017/01/CoT-Seminar-Packet-1D_2017.pdf

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky’s zone of proximal development: Instructional implications and teachers’ professional development. English Language Teaching, 3(4), 237–248. Retrieved from https://files.eric.ed.gov/fulltext/EJ1081990.pdf

Panes-Arenga, M. J. B. (2021). Visible Thinking Routine in literature teaching: Determining the level of reading comprehension skills [Master's thesis, West Visayas State University]. WVSU Institutional Repository and Electronic Dissertations and Theses PLUS.

Dunn, D. S., Halonen, J. S., & Smith, R. A. (Eds.). (2008). Teaching critical thinking in psychology: A handbook of best practices. Wiley Blackwell. https://doi.org/10.1002/9781444305173

Salame, I. I., Tuba, M., & Mir Nujhat. (2024). Note-taking and Its Impact on Learning, Academic Performance, and Memory. International Journal of Instruction, 17(3), 599–616. https://e-iji.net/ats/index.php/pub/article/view/630

Rusdiansyah, R. (2019). Note-Taking As A Technique In Teaching Reading Comprehension. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(2). https://doi.org/10.24256/ideas.v7i2.1033

Lichty, E. (2022). Dominican Scholar Dominican Scholar The Effect of Note Taking on the Recall of Information The Effect of Note Taking on the Recall of Information. https://doi.org/10.33015/dominican.edu/2022.EDU.10

Rawson, K. A., Thomas, R. C., & Jacoby, L. L. (2014). The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts. Educational Psychology Review, 27(3), 483–504. https://doi.org/10.1007/s10648-014-9273-3

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

Holl, K., Elberzhager, F., and Tamanini, C. (2016). Optimization of Mobile Applications through a Feedback-based Quality Assurance Approach. 15th International Conference on Mobile and Ubiquitous Multimedia, Finland, pp. 1–3 https://doi.org/10.1145/3012709.3016071

Published

2025-07-10

How to Cite

Esparrago-Kalidas, A. J., Jilhaney , A. G. B., Jilhaney, E. E. B. ., Factura, M. R. Z. E., Tapungot, K. Z. C., & Langam , E. B. . (2025). Enhancing Senior High School Students’ Written Idea Articulation in English Using ‘THINKS’ as a Visible Thinking Routine. TESOL and Technology Studies, 6(1), 56–72. https://doi.org/10.48185/tts.v6i1.1622

Issue

Vol. 6 No. 1 (2025): 2025 (1) In Press

Section

Articles
Copyright & Licensing

Copyright (c) 2025 Adeva Jane Esparrago-Kalidas, Aaron Gabriel B. Jilhaney , Elijah Ezekiel B. Jilhaney, Mary Rose Ziporah E. Factura, Keane Zahc C. Tapungot, Erwin Bagon Langam

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.