Learning to argue and arguing to learn: Unpacking the nature of criticality development in English for academic purposes for political science in a Thai university context

Abstract

This study investigates the nature of criticality development in English for Academic Purposes (EAP) for Political Science at a Thai public university, focusing on how argumentation and critical thinking evolve. Guided by an interpretivist research paradigm, it employs a qualitative case study approach to explore educators' conceptualisations of criticality, examine pedagogical practices through classroom observations, and analyse discourse patterns and linguistic demands in argumentative writing. Drawing on Johnston et al.'s (2011) model of developmental criticality and integrating frameworks such as “Learning to Argue” and “Arguing to Learn,” the research highlights the progression from foundational argumentative skills to advanced critical engagement.

Key findings indicate that the development of criticality is deeply intertwined with argumentation practices, as revealed through interviews, classroom observations, and argument analysis. Interviews with educators shed light on varying conceptualisations of criticality, influencing pedagogical approaches and expectations. Observations of classroom interactions reveal that while structured guidance is crucial for developing foundational argumentative skills, it is also essential to balance this with opportunities for students to explore and critically engage with complex, discipline-specific issues. The analysis highlights how students develop from using simple argument structures to employing advanced techniques, such as effectively countering opposing views and presenting well-supported arguments, reflecting a higher level of critical engagement and understanding of the subject matter. Collectively, these findings suggest the multifaceted nature of criticality and show that effective argumentation encompasses both foundational skills and advanced, discipline-specific inquiry.

The study identifies distinct stages in criticality development, from early guided practices to autonomous, sophisticated argumentation and demonstrates how argumentation skills develop alongside criticality. It highlights the importance of structured pedagogical frameworks and the role of disciplinary content in shaping critical practices. This thesis contributes to a nuanced understanding of criticality development and suggests that EAP should better support students in bridging language proficiency with disciplinary knowledge. It calls for future research to further explore how instructional strategies and interdisciplinary approaches can enhance criticality across various academic contexts.

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ORCID for Jonathan Leader: orcid.org/0000-0002-2375-0926

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