Critical Thinking Skills and Reading Proficiency among the English Language Students of Public Higher Education Institutions (HEIs) in Sulu

Authors

  • Ma. Cecilia S. Caldoza

    Graduate Studies, Sulu State College, Jolo, Sulu, 7400, Philippines
  • Nelson U. Julhamid

    Graduate Studies, Sulu State College, Jolo, Sulu 7400, Philippines
  • Masnona S. Asiri

    Graduate Studies, Sulu State College, Jolo, Sulu 7400, Philippines

DOI:

https://doi.org/10.30564/fls.v6i3.6624

Abstract

The sobering realization of the critical thinking and the difficulty in the language comprehension, specifically in English language piques the researcher's interest in learning more about the experiences of tertiary students majoring in English language studies at other public HEIs in Sulu. This study sought to investigate the significant difference in the extent of critical thinking skills and reading proficiency among the English language students. This study employed a variety of statistical techniques, including the adopted weighted mean, standard deviation, t-Test for independent samples, One-way ANOVA, and Pearson’s r test of correlation to analyze the reading comprehension and critical thinking skills among English language learners in Sulu's public HEIs throughout the 2023–2024 academic year. A surveyed has been conducted on 200 female students aged 20-21 from public Higher Education Institutions (HEIs) in Sulu, revealing high critical thinking abilities and average reading proficiency ratings. Students' demographic profiles did not significantly influence their assessment of critical thinking or perceived reading proficiency. The study supports Anderson's Theory of Schema, which suggests that comprehension is an interactive process involving the reader's background knowledge and the text, requiring the ability to relate the material to one's own knowledge. The school administration will partner with language teachers to provide reading materials that enhance students' critical thinking skills and reading proficiency. Teachers must guide students to comprehend texts thoroughly, while parents play a crucial role in their children's future. Students will develop the ability to comprehend texts thorough through books and other reading materials provided by teachers. The objective of this study is to offer a foundation for upcoming researchers to enhance their own investigations on critical thinking abilities and reading competence within their field of study. The study will be conducted during the Academic Year 2023-2024 in Sulu province.

Keywords:

Critical thinking skills; Reading proficiency; Language; Higher education; Institution

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How to Cite

Caldoza, M. C. S., Julhamid, N. U., & Asiri, M. S. (2024). Critical Thinking Skills and Reading Proficiency among the English Language Students of Public Higher Education Institutions (HEIs) in Sulu. Forum for Linguistic Studies, 6(3), 656–667. https://doi.org/10.30564/fls.v6i3.6624

Issue

Vol. 6 , Iss. 3 (September 2024)

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Article

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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