Exploring Metaphors And High-Order Thinking Skills In Student's Writing: A Systematic Literature Review With Cultural Diversity Considerations

Abstract

The purpose of this study is to investigate metaphors and high-order thinking skills in writing, drawing from previous research and employing a Systematic Literature Review (SLR) approach using Fink's (2005) model. This examination aims to comprehend the cognitive aspects associated with metaphorical creation as a thinking element in language. Furthermore, the study seeks to integrate cultural diversity into the analysis. The findings reveal a wide range of metaphors utilized in diverse forms of writing, including newspapers, scientific literature, discourse, film, linguistics, cultural contexts, proverbs, second language learning, and communication. These metaphors encompass various dimensions such as conceptual, lexical, visual, and syntagmatic aspects. Importantly, the results demonstrate that metaphors provide a means to conceptually frame high-order thinking skill elements in writing, enabling students to effectively analyze, utilize, and interpret information. Considering cultural diversity, it is essential for educators and practitioners to incorporate semantic elements that reflect the cultural contexts of students in their writing. By integrating culturally diverse metaphors and concepts, students can produce written work that demonstrates not only high-order thinking skills but also cultural sensitivity and inclusivity. This integration can be facilitated through an interdisciplinary approach that combines educational and semantic perspectives. The implications of this study lie in the development of an effective strategy for understanding high-order thinking skills in an interdisciplinary manner, encompassing education, semantics, and cultural diversity. The knowledge gained from exploring metaphorical approaches and semantics can assist teachers in examining the relationship between high-order thinking skill elements and students' cognition. Moreover, it offers a valuable guideline for exploring creative and critical ideas within students' written work, while promoting cultural understanding and appreciation. In conclusion, this study contributes to the advancement of research on metaphors and high-order thinking skills in writing, emphasizing the importance of cultural diversity and semantic integration. By recognizing and incorporating diverse cultural perspectives, educators can foster an inclusive learning environment that empowers students to excel in their thinking and writing abilities.