Dilemmas in the Classroom: A Study on the Efficacy of Scenario-Based Learning in Critical Thinking Enhancement

Abstract

             This research explores the relationship between students' critical thinking abilities and their English language competency, as well as the effectiveness of dilemma-based learning in developing critical thinking skills in an EFL classroom. Using a mixed-methods approach, 45 third-year undergraduate students from a private Thai institution participated in the study. The technique included both quantitative and qualitative components, such as a 52-item critical thinking assessment and English-speaking evaluations used for pre-and post-intervention analysis. Students' perspectives on the learning process and its results were further illuminated by the qualitative data collected through student interviews, which supplemented the quantitative study.

             The study's conclusions were noteworthy and comprehensive. The average critical thinking score increased from 66.07 pre-test to 74.33 post-test, indicating a significant improvement in students' critical thinking abilities following the intervention. Additionally, the study showed that critical thinking and English language proficiency were positively correlated, as seen by the correlation coefficient rising from 0.14 (p-value 0.36) to 0.39 (p-value 0.01). These findings demonstrate the powerful effect that dilemma scenarios have on developing both linguistic competency and critical analytical abilities at the same time. The study adds to the increasing amount of evidence supporting integrated learning methodologies' benefits in higher education, especially in EFL contexts.