Socratic Questioning Method (SQM) to Enhance Critical Thinking and Reading Engagement in EFL Classroom

Abstract

EFL students' reading comprehension and critical thinking remain a challenge, especially in boarding school environments that demand independent learning. This research investigates the Socratic Questioning Method (SQM) in an EFL classroom and its effectiveness in improving students’ reading comprehension and critical thinking. The type of this research is Classroom Action Research conducted in two cycles involving planning, acting, observing, and reflecting stages. The participants were 50 eleventh-grade students. The data were collected through reading and critical thinking tests, observations, and questionnaires, then analyzed using descriptive quantitative and qualitative methods. The findings of this research showed a significant improvement in students' performance. The mean score increased from 59.8 (pre-test) to 71.2 (Cycle I) and 83.6 (Cycle II), while mastery level rose from 36% to 90%. Qualitative data also indicated increased student critical thinking through participation, confidence, and analytical thinking during reading activities.