Volume 20 No 22 (2022)
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THE PERSPECTIVE OF 3 DOMAINS OF LEARNING: COGNITIVE, PSYCHOMOTOR, AND AFFECTIVE IN ENGLISH LEARNING OF HIGHER EDUCATION IN THAILAND
BUDSARA SUWANNATRAI
Abstract
The purpose of the study is to provide an overview of contexts involving specific main statements, such as (1) overviews of English learning in higher education in Thailand, (2) domains of learning based on Bloom's taxonomy and learning styles, and (3) three domains of learning consist of cognitive, psychomotor, and affective. The study indicated that teaching English in Thailand using task-based instruction may be a useful teaching approach for teaching English and for overcoming difficulties that ELs have had for a long time but are still unable to convey effectively using language. The cognitive domain deals with students' comprehension of cognitive development and the application of learned knowledge. This domain pertains to intellectual capabilities. Through assignments of task-based instruction, three domains may be considered in the learning process. Teachers and students can fulfil all three dimensions (cognitive, affective, and psychomotor) through interactive tasks. The cognitive domain is involved with cognitive ability e.g., attention, recognition, logical and reasonable, and integration of auditory and visual data. Psychomotor domain has effectiveness components for enhancement e.g., reflex movements, fundamental movements, perceptual abilities, physical capacity, skilled movements, and non-discursive communication. In term of affective domain characterized development towards EI or EQ with significant e.g., self-management, self-consciousness, social awareness, and relationship administration
Keywords
Domains of learning, Cognitive, Psychomotor, Affective, Higher Education
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