ENGLISH-MAJORED STUDENTS' PERCEIVED LEVELS OF LOWER ORDER THINKING SKILLS (LOTS) AND HIGHER ORDER THINKING SKILLS (HOTS) IN SPEAKING ENGLISH

Abstract

This study investigates students’ perceived levels of Lower-Order Thinking Skills (LOTS) and Higher-Order Thinking Skills (HOTS) in English-speaking activities, focusing on English-majored students at Can Tho University. Employing a mixed-methods approach, the research combines quantitative data from a survey of 100 students across three English Studies programs with qualitative insights from in-depth interviews with 11 purposively selected participants. The survey utilized random sampling to ensure a diverse representation, while interviewees were selected to explore nuanced perspectives. Findings reveal that while students frequently engage with LOTS in speaking tasks—such as recalling, understanding, and applying knowledge—HOTS, including analyzing, evaluating, and creating, are less frequently practiced. Nevertheless, students expressed a desire for more opportunities to develop these higher-level cognitive skills in their speaking activities. The study highlights the need for pedagogical adjustments to promote HOTS in speaking and underscores potential gender-based influences in language learning. These findings contribute to the growing body of research on critical thinking in language education and suggest practical implications for curriculum design and instructional strategies in EFL contexts.