LEVELS OF THINKING SKILLS AND ATTITUDES OF UNIVERSITY STUDENTS IN THE ENGLISH LANGUAGE PROGRAM: IMPLICATIONS TO INSTRUCTION AND LEARNING

This study examined university students' thinking skills and attitudes toward English at Xavier University—Ateneo de Cagayan, Philippines. Given the role accorded to teachers in promoting students' higher-order thinking skills, it considered the teacher's years of experience in the classroom and its implications for instruction and learning. It used a researcher-made instrument to assess students' attitudes and their levels of thinking skills based on Bloom's Taxonomy. Most students had positive attitudes towards the teaching and the English program. Their thinking levels ranged from the low-average to high-average range, especially in terms of knowledge and comprehension. However, there is potential for improvement in the analysis and synthesis aspects of thinking. To enhance the student's thinking skills, teachers should focus on asking higher-level questions during verbal interactions and written assessments, particularly those related to analysis and synthesis. Additionally, English teachers can incorporate more diverse and hands-on activities in the classroom, such as role plays, panel discussions, inquiry-based projects, and class presentations, to improve academic performance. Regularly providing written drills and organized exercises for students to engage with can also help improve classroom learning and foster a better understanding and appreciation of English as a subject.