Abstract
Language proficiency in the academic context is essential for the execution of critical thinking. This descriptive-comparative and correlational study aimed to determine the level of cognitive academic language proficiency in terms of grammar and vocabulary and the level of critical thinking skills in terms of evaluation of arguments, assumptions, deductions, inferences, and interpretation. The respondents were the 327 maritime students selected via stratified random sampling. A researcher-made English Proficiency Test and the Standardized Watson-Glacer Critical Thinking Test were used to gather data. Major results revealed that students are independent users of grammar and vocabulary in terms of cognitive academic language proficiency. It was also found that students are beginner thinkers in terms of critical thinking skills. The respondents are also beginner thinkers in the areas of evaluation of arguments, assumptions, deductions, inferences, and interpretation. Furthermore, it was revealed that the respondents’ level of cognitive academic language proficiency has no significant relationship with their level of critical thinking skills. This study concluded that the obvious absence of cognitive academic language proficiency and critical thinking skills comprises a serious problem that should be given attention by learners and educators.
