| Summary: | With the globalization of education across the world, thinking skills are now being given importance in Malaysian higher institutions. The inclusion of thinking skills in the curriculum is evident, but whether or not the outcome of the teaching and learning process provides a true reflection of the curriculum (which consists of thinking skills) is one issue that needs to be addressed. Thus, this study aims to explore the different levels of higher order thinking skills (HOTS) infused at the implementation level of English language teaching (ELT) in the diploma program at selected institutions of higher learning. Qualitative in nature, it employed a mixed form, in which a simple quantitative measurement of statistical analysis was included. Content analysis was utilized on the data collected with the use of the descriptors in the COGAFF Taxonomy and the Mental Operation Questions. The outcome of the study raised certain issues in the infusion of HOTS at the implementation stage, as there were some inconsistencies in certain areas. These issues need to be addressed to ensure the effectiveness of the teaching process in relation to the infusion of HOTS, since this will assist students’ learning in a more efficient manner, and more importantly, provide some space for them to think freely. Hence, the process will allow students to become self-sufficient in managing themselves and withstand global challenges in the future. © 2017 American Scientific Publishers. All rights reserved.
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