Developing Argumentation and Critical Thinking in Academic Writing: A Mixed-Methods Study

Abstract

This article examines the theoretical and practical mechanisms for developing argumentation and critical thinking skills in the process of academic writing among higher education students. The study employs a mixed-methods approach to analyze students’ logical reasoning, quality of argumentation, and analytical thinking in written discourse. The findings indicate that interactive, argumentation-based instructional methods, such as the Claim–Evidence–Reasoning (CER) model, peer review, and problem-based writing tasks – significantly improve both the quality of academic writing and the level of critical thinking. The results highlight the importance of integrating modern pedagogical strategies into academic writing instruction.

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DOI

10.55640/jsshrf-06-04-04

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