<![CDATA[This study investigated the effectiveness of the Socratic Seminar in improving students’ speaking skills and fostering critical thinking. An explanatory sequential mixed-methods design was employed, with a quasi-experimental approach as the primary quantitative component. The participants were 30 vocational high school students, comprising 15 students in the experimental group and 15 in the control group. Data were collected through speaking tests, questionnaires, interviews, and observations. The Socratic Seminar was implemented as the intervention in the experimental group, with CAR used as a reflective process during implementation. The paired-samples t-test showed a significant improvement in speaking performance, t(14) = 7.9553, p = 0.00000146 < 0.05. An independent-samples t-test showed a significant difference in post-test speaking performance between the experimental and control groups, t(28) = 2.97, p = .006, with a large effect size (Cohen’s d = 1.08). The mean score increased from 2.80 to 3.56, with a mean difference of 0.76 Qualitative findings indicated that the Socratic Seminar encouraged students to express ideas, provide reasons and evidence, engage in reflective dialogue, and participate actively in discussions. The findings demonstrate that the Socratic Seminar is an effective strategy for integrating speaking development and critical thinking within a deep learning-oriented context.]]>
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