Mastery of writing and speaking skills is critical for second language learners, yet teaching these skills poses significant challenges due to the complexity of spoken interaction and the diversity of opinions on effective pedagogical methods. For language instructors, it is essential to not only define specific goals and objectives but also to explore innovative approaches that address the obstacles students face in developing their communicative competence.

The current study investigates strategies for enhancing speaking and writing skills among second language learners, with a particular focus on integrating the Socratic Method into teaching practice. The research aims to explore the impact of this method on students’ ability to engage in productive language tasks, such as speaking and writing, by examining the effectiveness of these strategies based on students' performance. Specifically, the study addresses the following research question: How does the use of the Socratic Method help students develop speaking and writing skills?

This research is rooted in the belief that interactive and reflective teaching strategies, such as the Socratic Method, can provide students with opportunities for deeper understanding and more meaningful language production. The conceptual framework of the study draws on communicative language teaching (CLT) principles and socio-constructivist theories of learning, which emphasize the role of dialogue, critical thinking, and student-centered interaction in language development.

To answer the research question, qualitative data were collected through observation sheets, interviews with students, and analysis of their workbooks. The study concludes with a discussion of the findings, offering recommendations for implementing communicative strategies in the classroom to foster improvement in both speaking and writing skills. These recommendations aim to inform teaching practice and provide insights into how teachers can better support students in overcoming challenges related to productive language use.

The Socratic Method, grounded in dialogue-based learning, fosters cognitive discovery through a dynamic system of questions, answers, arguments, refutations, and the critical examination of concepts and their definitions. This method encourages learners to engage actively in the pursuit of knowledge by moving toward the truth through a structured process of inquiry. In the context of language learning, it facilitates both reflection and interaction, making it a powerful tool for developing speaking and writing skills. The Socratic Method follows a specific algorithm that underpins its implementation: 1. Creation of a Problematic Situation: This initial stage involves presenting students with a challenge or paradox that prompts critical thinking and exploration. 2. Formulation of a Problematic Issue: At this stage, learners identify the key questions and issues at the heart of the challenge, which guide the subsequent dialogue and inquiry process. Methodology and Research Instruments To investigate the impact of the Socratic Method on the development of speaking and writing skills, the study utilized a qualitative research methodology. This approach was chosen due to its emphasis on understanding the processes, experiences, and perceptions of learners in a naturalistic setting. The following methods and research instruments were employed to gather data: • Observations: Researchers conducted structured observations of classroom interactions during Socratic-style discussions. These observations focused on how students engaged in the dialogue and how their speaking and writing skills developed through the process. • Interviews: Semi-structured interviews were conducted with both teachers and students. These interviews aimed to gather insights into how participants perceived the effectiveness of the Socratic Method in enhancing their language skills and whether it helped improve their ability to articulate ideas, construct arguments, and write coherently. • Students' Workbooks: Analyzing students' written work provided valuable information on their ability to express ideas clearly and logically, both in written and spoken forms. The written artifacts served as a primary source for assessing the application of newly learned skills in individual tasks.

The results of our study revealed several key findings regarding the impact of the Socratic Method on students' speaking and writing skills: 1. Enhancement of Critical Thinking and Communication: The Socratic Method fostered deeper analysis and questioning among students, which significantly enhanced their critical thinking abilities. This, in turn, led to more insightful discussions and written reflections. As students engaged in this process of inquiry, they also improved their spoken and written communication, learning to express their thoughts more effectively and with greater clarity. 2. Deeper Understanding and Meaningful Expression: Through thoughtful dialogue and inquiry-based learning, students developed a more profound understanding of the subject matter. This deeper grasp of the content translated into more meaningful and coherent writing. Additionally, students were able to express their ideas with greater articulation during verbal exchanges, demonstrating improved verbal expression and reasoning. 3. Development of Argumentation and Persuasion Skills: The Socratic Method encouraged students to construct and defend their arguments through careful analysis and evidence-based reasoning. This not only enhanced their spoken interaction, enabling them to engage more persuasively in discussions, but also strengthened their writing. As students learned to support their viewpoints with reasoned arguments and relevant evidence, they became more adept at persuasive writing.

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