Using a Hybrid 5E Instructional Model to Improve Higher Order Thinking and Self-directed learning skills of EFL Students

The aim of the current study was to identify the effectiveness of using a Hybrid 5E Instructional Model in Microteaching course to improve university students’ Higher Order Thinking (HOTS) and Self-Directed Learning Skills (SDLS). The participants of the study were 58 (Total number) 2^nd year EFL primary section students at the Faculty of Education, Minia University. The quasi-experimental design with one group serving as the experimental group, while the other serving as the control group was adopted. They participated in the field study, which took place in the second term of the academic year 2021/2022. Four instruments were used to collect the quantitative data of the study: a language placement test, an achievement test in HOTS, a SDLS scale, and a Hybrid 5E instructional model questionnaire. Findings of the study revealed statistically significant differences due to the training, favoring the experimental group, in the post-administration of HOTS test as well as the SDLS scale. Accordingly, the suggested
 Hybrid 5E instructional model was found to have a positive effect on nurturing HOTS and SDLS EFL students. Suggestions for further research and recommendations were presented.