Gunawan, Sahril Nur, Amirullah Abduh, Samtidar
Specifically within the context of English as a Foreign Language (EFL) in Indonesia, this study adopts the perspective that classroom discourse is a transformative teaching environment that encourages critical thinking through reflective speaking practices. The data for this qualitative case study was gathered through semi-structured interviews with both lecturers and student samples. The study was carried out within the Speaking course at the University of Muhammadiyah Bone and the University of Muhammadiyah Barru in South Sulawesi. A combination of thematic coding and an emphasis on discourse strategies such as revoicing, probing, and waiting pauses are utilized in the analysis. Additionally, indicators of critical thinking are incorporated, such as assertions, evidence, reasoning, and responses to counterarguments. The findings indicate that the IRE (Initiation-Response-Evaluation) framework was transformed into a dialogue that was centered on evidence when guided questioning, peer discussions, and brief reflection sessions were incorporated into the process. An increasing number of students articulated their arguments in a clear manner, incorporated evidence from their immediate surroundings, and acknowledged the existence of contrasting points of view. The lecturers observed an increase in student confidence in their ability to express their thoughts in English, as well as an improvement in the monitoring of learning. It has been determined that a practical and efficient method for fostering critical thinking within Indonesian higher education is to view classroom discussions as a reflective-dialogic process. Implications emphasize sustainable instructional design, integrated reasoning-language, and lecturer professional development to institutionalize reflective-dialogic learning in Indonesian higher education. © (2026), (Sciedu Press). All rights reserved.
Universitas Negeri Makassar, Indonesia; Universitas Negeri Makassar, Indonesia
