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Teaching Conversational English: Techniques for Unconscious Competence versus Development of Thinking Skills

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Title: Teaching Conversational English: Techniques for Unconscious Competence versus Development of Thinking Skills
Language: English
Authors: Liu, Mingshuang
Source: Journal of Psycholinguistic Research. Oct 2023 52(5):1707-1719.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: English Language Learners, Second Language Instruction, Conversational Language Courses, Thinking Skills, Skill Development, Critical Thinking, Competence, Communication Skills, Group Discussion, Debate, Dialogs (Language), Cognitive Processes, Teaching Methods, Educational Strategies
DOI: 10.1007/s10936-023-09970-3
ISSN: 0090-6905
Abstract: The purpose of the article is to determine the role of critical thinking and unconscious competence in the implementation of effective communication during group discussions, debates and dialogues. The necessary conditions for creating an effective educational environment conducive to the development of students' conversational skills are demonstrated. An educational experiment was conducted with the participation of 75 third-year students from the School of [BLINDED], [BLINDED], during which the students practiced both critical thinking and unconscious competence in the process of group discussions. The conducted survey at the beginning and end of training, was determined the degree of use of critical thinking skills and unconscious competence in the process of finding answers to arguments during debates, discussions and disputes. The results of the surveys showed that in the process of speaking, critical thinking skills are used more often (79%) than unconscious competence (21%), but at the same time, students considered that unconscious competence (81%) is more effective in debates and discussions, than critical thinking (19%). It was concluded that critical thinking skills are easier and faster to learn to participate in a constructive discussion than the skills of unconscious competence, the development of which must take place in an authentic learning environment for a longer period. The results of the study confirmed that the participation of students in the conversation class increased their ability to analyze, critically evaluate, argue, unconsciously respond and understand the interlocutor. Therefore, it is important to invest additional efforts and create conditions for open, flexible and comfortable communication of students using modern pedagogical methods aimed at developing students' thinking skills of a higher order. The findings can be useful in the field of language teaching, psychology, and linguistics, as well as become the basis for the development of new curricula using collective discussions.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1393634
Database: ERIC
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  Value: <anid>AN0172328464;41p01oct.23;2023Sep27.06:32;v2.2.500</anid> <title id="AN0172328464-1">Teaching Conversational English: Techniques for Unconscious Competence Versus Development of Thinking Skills </title> <p>The purpose of the article is to determine the role of critical thinking and unconscious competence in the implementation of effective communication during group discussions, debates and dialogues. The necessary conditions for creating an effective educational environment conducive to the development of students' conversational skills are demonstrated. An educational experiment was conducted with the participation of 75 third-year students from the School of [BLINDED], [BLINDED], during which the students practiced both critical thinking and unconscious competence in the process of group discussions. The conducted survey at the beginning and end of training, was determined the degree of use of critical thinking skills and unconscious competence in the process of finding answers to arguments during debates, discussions and disputes. The results of the surveys showed that in the process of speaking, critical thinking skills are used more often (79%) than unconscious competence (21%), but at the same time, students considered that unconscious competence (81%) is more effective in debates and discussions, than critical thinking (19%). It was concluded that critical thinking skills are easier and faster to learn to participate in a constructive discussion than the skills of unconscious competence, the development of which must take place in an authentic learning environment for a longer period. The results of the study confirmed that the participation of students in the conversation class increased their ability to analyze, critically evaluate, argue, unconsciously respond and understand the interlocutor. Therefore, it is important to invest additional efforts and create conditions for open, flexible and comfortable communication of students using modern pedagogical methods aimed at developing students' thinking skills of a higher order. The findings can be useful in the field of language teaching, psychology, and linguistics, as well as become the basis for the development of new curricula using collective discussions.</p> <p>Keywords: Critical thinking; Debate; Dialog; Group discussions; Learning a foreign language</p> <p>Copyright comment Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</p> <hd id="AN0172328464-2">Introduction</hd> <p>Progress in science and technology opens up new opportunities for social interaction in an open and global information environment, requiring the current generation of participants in socio-economic relations to possess higher-order thinking skills (Derum & Arip, [<reflink idref="bib8" id="ref1">8</reflink>]). With the acceleration of the process of economic globalization, talents armed with creativity and innovation are gradually becoming the center of competence in the international community, and the development of critical thinking skills is the key to the development of these talents (Ahmed & Ibrahim, [<reflink idref="bib1" id="ref2">1</reflink>]). Increasingly, employers are looking for employees who can critically assess problem situations, reason, and generate innovative solutions to complex problems (Pishchukhina & Watson, [<reflink idref="bib27" id="ref3">27</reflink>]).</p> <p>Language teaching and learning has for many years focused on four language competencies: listening, speaking, reading and writing. However, in our time, there is an increasing need to train students in critical, analytical, evaluative, creative and problem-solving skills to prepare them for professional life in modern conditions (Fenyi & Jones-Mensah, [<reflink idref="bib12" id="ref4">12</reflink>]). Higher Order Thinking Skills (HOTS) is the ability to think effectively, consisting of evaluative, analytical, critical and creative thinking (Nurhayani & Retnowati, [<reflink idref="bib26" id="ref5">26</reflink>]), metacognitive skills and problem solving skills. Higher-order thinking skills help build a deeper concept-oriented understanding, allowing you to analyze and evaluate information, classify, manipulate and connect facts, generate ideas and produce insightful reasoning (Walters-Williams, [<reflink idref="bib38" id="ref6">38</reflink>]).</p> <p>Critical thinking skills are considered the most important to function in a rapidly changing world (Alsaleh, [<reflink idref="bib2" id="ref7">2</reflink>]). There is a wide range of definitions for "critical thinking". Critical thinking is the highest intellectual activity of the listener and speaker, which is a complex process of creativity and concentration in information processing (Rao, [<reflink idref="bib30" id="ref8">30</reflink>]). Emphasis is placed on learning to analyze, compare, interpret, apply arguments, or evaluate the thought process (Nappi, [<reflink idref="bib24" id="ref9">24</reflink>]). Critical thinking includes asking questions, defining a problem, examining evidence, analyzing assumptions and biases, avoiding emotional reasoning, considering other interpretations, and tolerance for ambiguity (Muhammadiyeva et al., [<reflink idref="bib23" id="ref10">23</reflink>]).</p> <p>Thinking skills provide students with the tools to communicate in real life and are designed to engage them in pragmatic, functional, and informed language use (Li, [<reflink idref="bib19" id="ref11">19</reflink>]). In addition, students are allowed to pay attention to the learning process and encourage the creation of meaning by taking on roles as communication participants. The principles of thinking skills development allow students to use the language they are learning in different contexts, thereby bringing the real world closer to the audience (Lee et al., [<reflink idref="bib18" id="ref12">18</reflink>]). However, critics argue that improving communicative competence through this approach is not enough to help students communicate effectively in a variety of intercultural settings.</p> <p>Currently, critical thinking is a widely discussed concept in education. In teaching English, educators use critical thinking to help students participate not only in discussing the meaning of words, learning grammar, and reproducing dialogues and conversations; they also contribute to the analysis, synthesis, and critical evaluation of topics brought into the classroom. In this sense, critical thinking is not only the acquisition of knowledge including grammatical structures and vocabulary but also a complex set of abilities in working with ideas. Foreign language teachers should apply thought-provoking tasks that can encourage students to speak with clear and fact-based ideas (Sobkowiak, [<reflink idref="bib35" id="ref13">35</reflink>]).</p> <p>Effective communication is often associated with unconscious competence. The definition of this concept includes the process when professional skills are fully integrated, built into human behavior, and professionalism is a part of the personality (Rezaee & Farahian, [<reflink idref="bib32" id="ref14">32</reflink>]).</p> <p>Unconscious competence indicates that the student has fundamental knowledge and skills acquired in the past, which naturally manifest themselves out of necessity. The synergy of critical thinking skills and unconscious competence accelerates a person's communication manifestations and is the goal in teaching spoken English. In this regard, there is an interest in finding effective teaching methods and tools that contribute to the comprehensive development of English-speaking competence among students.</p> <hd id="AN0172328464-3">Problem Statement</hd> <p>The purpose of this study is to determine the role of critical thinking and unconscious competence in the implementation of effective communication during group discussions, debates and dialogues.</p> <p>Tasks were set:</p> <p></p> <ulist> <item> Create and describe an educational environment for the successful development of communication skills.</item> <p></p> <item> Create the necessary conditions for the implementation of spontaneous dialogues, debates, group discussions within the conversation class.</item> <p></p> <item> Conduct an educational experiment with 75 students studying English in their third year of university.</item> <p></p> <item> Conduct a survey of students and determine which of the two skills (critical thinking or unconscious competence) they use to quickly find answers to arguments during debates, discussions and arguments.</item> <p></p> <item> Identify the most used skill in speaking, which is important to pay attention to in order to improve the effectiveness of English language training programs.</item> </ulist> <hd id="AN0172328464-4">Literature Review</hd> <p>Both the interlocutor and the addressee are involved in the communication process. They convey ideas and interpret the messages received. Thus, the development of oral speech is considered one of the main elements in language learning since it requires the combination of the target language knowledge with strategies to use it effectively (Rshtuni, [<reflink idref="bib33" id="ref15">33</reflink>]). This skill is quite difficult to study in depth since it depends not only on the competence of teachers but also requires the students' readiness to perceive the oral statements of interlocutors. This points to the basic idea of any oral communication: the speaker aims to convey information, ideas, and feelings to the listener through speech (Pustika, [<reflink idref="bib29" id="ref16">29</reflink>]). However, any low-quality products can lead to inconsistencies and misunderstandings, which can occur due to a lack of the target language knowledge, differences in background knowledge, and socio-cultural characteristics (Bouzar, [<reflink idref="bib3" id="ref17">3</reflink>]).</p> <p>Students face difficulties in expressing themselves both when dealing with academic topics and in everyday communication. Rapanta ([<reflink idref="bib31" id="ref18">31</reflink>]), Boyd and Markarian ([<reflink idref="bib4" id="ref19">4</reflink>]) confirm that the dialogic teaching method is an effective strategy to overcome this problem. In addition, this method has the educational potential for teacher-student interaction, which allows students to play an active role in shaping the topics of discourse in the classroom (Trausan-Matu, [<reflink idref="bib37" id="ref20">37</reflink>]). Dialogic, collaborative and cumulative learning emphasizes the potential for collaboration, group work, and mutual assistance, and with it develops individual critical thinking skills. For example, a debate is a formal argumentation contest, in which two teams defend and attack a given proposal (Cinganotto, [<reflink idref="bib6" id="ref21">6</reflink>]). While debating is a great activity for developing critical thinking, it has the disadvantage that it can turn an argument into a game of winners and losers rather than a collaborative process. A debate has been identified as an educational strategy that promotes improved reasoning and critical thinking, and raises awareness of attitudes, values, and beliefs (Dantas & Cunha, [<reflink idref="bib7" id="ref22">7</reflink>]). In traditional classes, most of the educational process has the lecture format; however, in the debate, students move beyond the passive nature of the lecture format to the dynamic nature of the negotiations (Mohammed Elhassan & Adam, [<reflink idref="bib22" id="ref23">22</reflink>]).</p> <p>The development of thinking skills during language learning has often been studied in small groups of students (Dougherty, [<reflink idref="bib9" id="ref24">9</reflink>]; Dunaway & Lewis, [<reflink idref="bib10" id="ref25">10</reflink>]). Students agree on the meaning of the language used in conversation with interlocutors changing their conclusion depending on the interlocutor's reaction. During the conversation, they have the opportunity to test their knowledge by observing the listeners' reactions. Academic conversational groups are critical to teaching speaking skills as they allow students to practice new knowledge. They are organized by teachers during a specific class hour or conversation session. The teacher should create a classroom environment, in which students can practice live spontaneous communication (Meston et al., [<reflink idref="bib21" id="ref26">21</reflink>]). Studies looking at the effectiveness of conversation classes have shown that students are better off working with each other than alone (Dougherty, [<reflink idref="bib9" id="ref27">9</reflink>]; Dunaway & Lewis, [<reflink idref="bib10" id="ref28">10</reflink>]).</p> <p>An example of research to explore conversational communication skills is a study by Mohammed Elhassan and Adam ([<reflink idref="bib22" id="ref29">22</reflink>]). It confirms that dialogues and group discussions are effective and interactive in developing students' spontaneous speech and thinking. As in the current research, a survey of respondents was conducted; it showed that dialogue and questioning skills are the most effective and applicable in the classroom than other components of learning a conversational language. Moreover, the debate includes questions, reasoning, and dialogue between the participants, which proved that this is also an effective and inclusive component. A survey of experts has proven that argumentation is effective for developing thinking skills if students are familiar with basic vocabulary and the technique of assertions and rebuttals. These conclusions confirm the need for students to participate in dialogues, discussions, and debates if they are to be successful in developing their conversational language. Therefore, these conditions were chosen for this research and the findings showed a positive response from the participants.</p> <p>As for critical thinking skills in this context, many studies consider this concept from a medical and cognitive point of view (Finn et al., [<reflink idref="bib13" id="ref30">13</reflink>]). Indeed, the origins of this process lie in the cognitive work of the human brain and then express in speech. A learning module was created for students (Khamis-Dakwar & DiLollo, [<reflink idref="bib16" id="ref31">16</reflink>]) targeting the 3 components of critical thinking: interpretation, evaluation, and metacognition. In the first stage, students were introduced to critical thinking, which facilitated its use in assessing information. As a result, the program encourages students to think independently, listen to others, offer reasons and evidence to support their views, and express their thoughts accurately, clearly, and effectively. In the current research, this stage is also considered necessary so that students can improve their knowledge of this process and then give reasonable answers.</p> <p>Although critical thinking improves during adolescence, many students struggle in this area, especially in the ability to provide evidence to support their views. This suggests that these teenagers could benefit from critical thinking training. Therefore, in the current research, 80% of students at baseline stated their insecurity in conducting dialogues and disputes. Nippold and Marr ([<reflink idref="bib25" id="ref32">25</reflink>]) also show that critical thinking competence is associated with narrative and expository discourse, as well as the use of complex syntax and literate words.</p> <p>Even when accuracy is put aside and communication is set as the primary goal of group discussion, some students may be more successful in conversation by using their unconscious competence to correct communication misunderstandings caused by a lack of language skills (Dunston, [<reflink idref="bib11" id="ref33">11</reflink>]). Despite these problems, group discussions are useful for learning a conversational language. If the educator is well trained in influencing group dynamics and emphasizes appropriate tasks for group interaction, he/she will have more opportunities to teach language in small groups (Dunaway & Lewis, [<reflink idref="bib10" id="ref34">10</reflink>]).</p> <hd id="AN0172328464-5">Methods and Materials</hd> <p></p> <hd id="AN0172328464-6">Research Design</hd> <p>A quasi-experimental method, which included interviews, was used to achieve the study goals. It allows exploring causal relationships between independent and dependent variables in a well-controlled context. The theoretical basis for comparing unconscious competence and critical thinking skills in language learning is insufficient to form a hypothesis that either of these components is more effective. Therefore, both concepts were explored experimentally, relying on the responses and results of the participants. The quasi-experiment had several stages. After participants were randomly selected, a conversation class was created for them to attend as an additional classroom subject in their schedule. It was conducted by teachers approved by the university administration during one academic semester. The main task of the conversation class was to create conditions for spontaneous dialogues, debates, and group discussions by teachers. The first two to three minutes of each conversation class were used to create groups. The creation of small groups (n between 3 and 5) at the beginning of the lesson is the first step in developing students' conversational abilities and managing conversation sessions effectively. This is how the participants practiced their conversational English. In one of the run-in classes, teachers provided students with an introduction to unconscious competence methods and critical thinking skills. This stage was aimed at informing adolescents about what they will need to work with next.</p> <hd id="AN0172328464-7">Sample</hd> <p>The study enrolled third-year students from the School of [BLINDED], [BLINDED] University. The sample is justified by the fact that in the third year most teenagers already speak English at a sufficient level to apply both critical thinking skills and unconscious competence as shown by the test results presented by the teachers. These data were collected at baseline and the assignments were approved by the university administration. Seventy-five students were randomly selected from those who study English in their curriculum. Specialties could vary as they were not important for the research. The mean age of the participants was 21 years.</p> <hd id="AN0172328464-8">Survey</hd> <p>After the first three weeks of the experiment, the participants were surveyed using Google Forms to determine what they use to find quick answers to arguments (during debates, discussions, and arguments). The questionnaire was as follows:</p> <p></p> <ulist> <item> When you are asked a question, do you think for a long time about the answer or do you say the first thing that comes to mind (regardless of the conversation format)?</item> <p></p> <item> Rate from 1 to 5 your ability to analyze the answers and arguments received during the conversation.</item> <p></p> <item> Rate from 1 to 5 how unconscious (almost thoughtless) your answers were.</item> <p></p> <item> Do you feel insecure when you have to respond quickly to the other person's arguments?</item> </ulist> <p>The researchers manually processed the results using tables.</p> <p>The second survey was conducted in the same way as the first one but included other questions:</p> <p></p> <ulist> <item> Based on your knowledge and feelings, did you use critical thinking skills or unconscious competence more often in class?</item> <p></p> <item> Which of these two methods do you find more effective in winning a verbal argument or debate?</item> <p></p> <item> Which of these two methods is more difficult to apply?</item> </ulist> <p>Two teachers working in this class were also interviewed. They were asked one broad question, which included a detailed description of the students' work and their progress in conversational English. The interview was tape-recorded and some statements are presented in the results to support certain ideas.</p> <hd id="AN0172328464-9">Statistical Processing</hd> <p>The reliability of the tests was checked using Cronbach's alpha. The scale for interpreting Cronbach's alpha values by Mallery and George is the following:</p> <p>> 0.9 – excellent;</p> <p>> 0.8 – good;</p> <ulist> <item>0.7 – acceptable;</item> <item> – doubtful;</item> </ulist> <p>and > 0.5 – bad.</p> <p>The Shapiro-Wilk test was used to calculate the normality of the data obtained in the study.</p> <hd id="AN0172328464-10">Research Limitations</hd> <p>It is worth mentioning the research limitations: the findings were obtained using subjective answers. The design did not include a stage for checking the correctness of students' understanding of "critical thinking" and "unconscious competence". However, the students were not motivated to skew the results as they had high academic performance and good recommendations from teachers. Also, the study was limited to a small sample.</p> <hd id="AN0172328464-11">Ethical Issues</hd> <p>The study was approved by the local ethics committees of the School of [BLINDED], [BLINDED] University. At baseline, teachers and students were provided with all information about the study, its goals, and its procedure in printed form. Each participant gave his/her written consent to participate in the study.</p> <hd id="AN0172328464-12">Results</hd> <p>Cronbach's alpha before and after the test was 0.88 and 0.90, respectively, indicating acceptable internal consistency. The Shapiro-Wilk test was used to calculate the normality of the data obtained in the study; it was 0.97 (p = 0.23) indicating a normal data distribution.</p> <p>The first survey of students showed that the majority (70%) think for a long time before giving their answer in a dispute or debate. This may not always indicate their use of critical thinking, as it might seem at first glance.</p> <p>Teacher's comment: <emph>"Obviously they do not use unconscious competence methods because they cannot give a quick answer. Thus, since critical thinking begins with the acceptance of information, which ends with decision-making, in this process, students learn a culture of listening and communicating in conflict resolution. They compare different points of view and find optimal conclusions. Therefore, at baseline, this process took more time for most of them".</emph></p> <p>This complements the uncertainty among 80% of respondents in their answers in English. This value can be explained by the fact that in their usual English classes, students did not develop this work format much; this led to a low readiness for spontaneous communication. Teacher's comment: <emph>"Even those with good critical thinking skills could not use it in full because a small practice contributed to the fear not just to speak, but to argue and be wrong. It is rather a psychological factor or a curriculum shortcoming."</emph></p> <p>These responses lead to the conclusion that 30% of all participants can quickly make a decision and respond adequately in a conversation. This 30% includes both the use of critical thinking skills and unconscious competence. Teacher's comment: <emph>"Minimal percentage of students (2%) relied on unconscious responses because this skill is much more difficult to apply in the early stages of working in a conversation class. The rest used critical thinking, which can be developed permanently when students do not suspect it."</emph></p> <p>The summary of the first stage (survey) shows that, while selecting answers in conversations, students more often used the critical thinking skills acquired in the classroom earlier or during independent work. The skill of unconscious competence is much more difficult to develop and students have hardly relied on this method.</p> <p>After successful conversation classes, the students were re-interviewed. They gave more reasonable and complete answers as they practiced both critical thinking and unconscious competence. Teacher's comment: <emph>"During the debate, we helped them understand how the brain works in a stressful and time-limited situation. They were able to connect this knowledge with the language being studied and its application in practice."</emph></p> <p>The results have changed significantly compared to the first interview. For example, the percentage of those who successfully used unconscious competence was 21%. Teacher's comment: <emph>"This is manifested in quick but clear, confident, and correct answers and the selection of arguments without much thought. Each time we tried to offer them new topics to avoid similar discussions. But over time, these students began to develop the skill of unconscious "mechanical" responses that played against rivals."</emph></p> <p>Still, the percentage of such students remained low compared to 79% using critical thinking skills. On the other hand, students noted that unconscious competence (81%) was more effective in debates and discussions than critical thinking. Teacher's comment: <emph>"We got these responses because students often relied on the speed of their answers. In this, of course, the unconscious response wins. We presented situations in communication abroad and for many, it is important to quickly and correctly communicate with people. Students understand that this skill is much more difficult to train and bring to automation than critical thinking. So for those who are interested in this, there is still a lot of further work on themselves."</emph></p> <p>Table 1 demonstrated the responses, which clearly show how the students evaluated their work during the semester.</p> <p>Table 1 Results of the second survey</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Characteristic (according to the questionnaire)</p></th><th align="left"><p>Unconscious Competence</p></th><th align="left"><p>Critical Thinking</p></th></tr></thead><tbody><tr><td align="left"><p>1. More frequent use</p></td><td align="left"><p>21%</p></td><td align="left"><p>79%</p></td></tr><tr><td align="left"><p>2. Efficiency</p></td><td align="left"><p>81%</p></td><td align="left"><p>19%</p></td></tr><tr><td align="left"><p>3. Difficulty level</p></td><td align="left"><p>92%</p></td><td align="left"><p>8%</p></td></tr></tbody></table> </ephtml> </p> <p>It can be concluded that the role of critical thinking in the development of speaking skills is crucial and critical thinking helps foreign language learners better understand academic discussions by bringing different perspectives to the educational environment. In this sense, educators as practitioners must often find new ways to create differentiation in the classroom. Students recognize the need for analysis primarily through verbalizing their findings and exploring the process of their formation. Other students then explore the argument seeking to identify ways of new evidence.</p> <p>As for unconscious competence techniques, this is a more complex skill that also helps the discussion participants to succeed in it. It can only be developed over time up to automation. Critical thinking skills are easier and faster to master for participation in a constructive discussion.</p> <hd id="AN0172328464-13">Discussion</hd> <p>During unconscious language learning, students gain a better ability to communicate as there is no conscious and direct attention to language components and they try to select a language subconsciously (Fukuta & Yamashita, [<reflink idref="bib14" id="ref35">14</reflink>]). In other words, students themselves are responsible for co-creating an environment, in which subconscious learning is enhanced through real communication and interaction. However, there is a difference between subconscious and conscious types of language learning. It is the second type that is usually called the process of language acquisition (Rezaee & Farahian, [<reflink idref="bib32" id="ref36">32</reflink>]). A study in China (Kirkpatrick & Lixun, [<reflink idref="bib17" id="ref37">17</reflink>]) has found that many higher education institutions in Asia partnered with British universities, which included regular exchanges of third-year students to improve their English skills. British universities are often located in a part of England where English dialects are strong and difficult to understand. Therefore, Asian students make little progress in their English by interacting with locals. In this case, the development of critical thinking skills can help to adapt and socialize in a new English-speaking environment. These results are more applicable to intercultural communication in practice. In turn, the current research is focused on an experiment within a single university and without native speakers.</p> <p>Improving the ability to think critically is an important element of modern educational approaches and models (Ahmed & Ibrahim, [<reflink idref="bib1" id="ref38">1</reflink>]). The goal of education is to educate students with powerful thinking and deep knowledge. Developing high-level cognitive abilities in students, such as critical thinking, can contribute to their future performance and work. Chinese researchers have proposed the most effective pedagogical methods for teaching colloquial speech, including the collaborative learning method, situational teaching method, role-playing teaching method, presentation and discussion method. Collaborative group learning contributes to awakening in students a sense of responsibility for their learning activities through communication and cooperation. The situational learning method allows students to immerse themselves in an authentic language situation in which a specific and real learning environment can enhance the learning effect. Dubbing training can motivate students' interest in learning and increase their confidence and sense of achievement. The role-play teaching method is another representative situational teaching method in which students move on to oral communication on a situational topic. The presentation and discussion method can greatly promote the development of various thinking abilities, including logical deduction, commentary, analysis and synthesis (Mao, [<reflink idref="bib20" id="ref39">20</reflink>]).</p> <p>The study, which involved Spanish challenge students, analyzed the various teaching methodologies that have the potential to have the greatest impact on various aspects of critical thinking. The results showed that, from the point of view of students, there are six methodologies that are more conducive to the development of critical thinking: debate, project-based learning, real-world practice, research, collaborative learning, and case studies (Campo et al., [<reflink idref="bib5" id="ref40">5</reflink>]). Another study focuses on a problem-based approach to learning that promotes the development of higher-order thinking skills, in which students analyze and evaluate problems, generate ideas for solutions. In addition to being able to improve critical thinking, problem-based learning can also help develop communication and collaboration skills among students (Hidayat & Lestari, [<reflink idref="bib15" id="ref41">15</reflink>]). In our study, it was confirmed that conversational classes, where various dialogues, debates, group discussions were held, have a positive impact on the development of students' skills to think critically and communicate fluently. Therefore, one of the important aspects of the development of higher order thinking in the context of English-speaking competence is the creation of a flexible and comfortable communication environment.</p> <p>Speaking, as one of the four English language skills, is considered the most important skill that English learners need to master. At the same time, students studying foreign languages experience difficulties with self-expression in colloquial speech. They face problems when using a foreign language to express their ideas. A study in Indonesia found that EFL students' conversational ability improved significantly after being taught using the HOTS instruction. HOTS teaching is an effective strategy for teaching speaking in terms of student motivation (Purnama & Nurdianingsih, [<reflink idref="bib28" id="ref42">28</reflink>]). Higher Order Thinking Skill (HOTS) plays an important role in English language learning for students because it can stimulate their critical thinking. In a study conducted at one of the universities in Bengkulu, Indonesia, the HOTS program was introduced into the course of spoken language. Most students were positive about introducing HOT into speech because they believed that HOT would teach them to think critically, creatively, and innovatively (Syafryadin et al., [<reflink idref="bib36" id="ref43">36</reflink>]). When learning English, HOTS affects the development of all language skills: listening, speaking, reading and writing. Learning activities designed using HOTS principles engage students in learning activities, contributing to overall academic achievement (Sholikah et al., [<reflink idref="bib34" id="ref44">34</reflink>]). The results of our study confirmed that the participation of students in the conversation class increased their ability to analyze, critically evaluate, argue, unconsciously respond and understand the interlocutor.</p> <p>A study conducted at Zhejiang Yuexiu University (China) showed that a teacher's creative approach to teaching English contributes to better learning, in which students demonstrate a high level of motivation and a better predisposition to work with English. An educational experiment has shown that by practicing their thinking skills such as creation, analysis, discussion and response, English learners can achieve better results in English lessons. Critical thinking helps develop a person's ability to think consciously, so critical thinking should definitely be encouraged in English classes (Zhang, [<reflink idref="bib39" id="ref45">39</reflink>]). Our study also actualizes the importance of developing thinking skills. It is important to invest additional efforts and create conditions for open, flexible and comfortable communication of students using modern pedagogical methods aimed at developing students' thinking skills of a higher order.</p> <hd id="AN0172328464-14">Conclusions</hd> <p>The skills of critical thinking and unconscious competence allow students to reach a new quality of communication interactions. The results of our study confirmed the expediency of including in the educational program for the study of spoken English, additional educational events in the format of live debates, discussions and disputes.</p> <p>The scientific value of the study lies in assessing the role of critical thinking and unconscious competence in the implementation of effective communication during group discussions, debates and dialogues. It was found that critical thinking skills are easier and faster to learn to participate in a constructive discussion than the skills of unconscious competence, the development of which should take place in an authentic learning environment for a longer time.</p> <p>The practical value of the study lies in demonstrating the pedagogical methodology for improving the communication skills of students through the implementation of conversational classes / modules / educational content in the educational activities, which contribute to the development of students' abilities to analyze, critically evaluate, argue, unconsciously respond and understand the interlocutor. Since mental activity and conversational speech are connected, the student's mental activity in the process of lively discussions is able to bring unconscious communication competence to a qualitatively new level, which will manifest itself in fluency, flexibility and structured statements.</p> <p>The research results can become the basis or an example for the development of a new curriculum using group discussions. Future research may focus on enlarging the experimental sample, detailing specific critical thinking skills or unconscious competence in learning conversational English. Also, it will be possible to focus on the intercultural features of these concepts.</p> <hd id="AN0172328464-15">Funding</hd> <p>This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.</p> <hd id="AN0172328464-16">Data availability</hd> <p>Data will be available on request.</p> <hd id="AN0172328464-17">Declarations</hd> <p></p> <hd id="AN0172328464-18">Conflict of interest</hd> <p>This research has no conflict of interests.</p> <hd id="AN0172328464-19">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0172328464-20"> <title> References </title> <blist> <bibl id="bib1" idref="ref2" type="bt">1</bibl> <bibtext> Ahmed SAE, Ibrahim MEE. The impact of critical thinking in improving students' learning: A case study of students in the English Department, College of Science and Arts, Tanumah, King Khalid University. 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  Data: The purpose of the article is to determine the role of critical thinking and unconscious competence in the implementation of effective communication during group discussions, debates and dialogues. The necessary conditions for creating an effective educational environment conducive to the development of students' conversational skills are demonstrated. An educational experiment was conducted with the participation of 75 third-year students from the School of [BLINDED], [BLINDED], during which the students practiced both critical thinking and unconscious competence in the process of group discussions. The conducted survey at the beginning and end of training, was determined the degree of use of critical thinking skills and unconscious competence in the process of finding answers to arguments during debates, discussions and disputes. The results of the surveys showed that in the process of speaking, critical thinking skills are used more often (79%) than unconscious competence (21%), but at the same time, students considered that unconscious competence (81%) is more effective in debates and discussions, than critical thinking (19%). It was concluded that critical thinking skills are easier and faster to learn to participate in a constructive discussion than the skills of unconscious competence, the development of which must take place in an authentic learning environment for a longer period. The results of the study confirmed that the participation of students in the conversation class increased their ability to analyze, critically evaluate, argue, unconsciously respond and understand the interlocutor. Therefore, it is important to invest additional efforts and create conditions for open, flexible and comfortable communication of students using modern pedagogical methods aimed at developing students' thinking skills of a higher order. The findings can be useful in the field of language teaching, psychology, and linguistics, as well as become the basis for the development of new curricula using collective discussions.
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