THE PRAXIS OF SOCRATIC QUESTIONING METHOD AND CRITICAL THINKING SKILLS IN LEARNING ENGLISH FOR AGRIBUSINESS: STUDENTS’ SENTIMENTS

Abstract

Critical thinking skill has characterized the learning system of the 21st century, and thus, it is pivotal for the higher education. The study is aimed at exploring students' sentiments on the praxis of the Socratic questioning method assistance to the development of critical thinking in learning English for Agribusiness. The qualitative paradigm is employed with the type of grounded theory. The subject of the present study is 40 third semester Agribusiness students enrolling in English for Agribusiness course which is carried out using hybrid learning. A set of really open-ended questionnaires (Popping, 2015) is administered to the subject of the study. Also, an online interview is conducted for six students of which two low, two mid, and two high achiever Agribusiness students are categorized, as well as an online observation is used.  The findings suggest that 1) the Agribusiness students' sentiments are positive towards the praxis of Socratic questioning method and critical thinking skill in learning English for Agribusiness course; 2) the Socratic questioning method is an excellent strategy to trigger students’ critical thinking skills; 3) the praxis assists Agribusiness students to become aware of the notion of Socratic questioning method and critical thinking skill; 4) and the use of combining platforms in learning English for Agribusiness course culminate students' critical thinking skill. The findings come up with the fact that the Socratic questioning method is adaptable and it has plenty of impacts on students' critical thinking skills as well as students' understanding of the material of English for Agribusiness.