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

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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