The role of Socratic Questioning Method to develop speaking competence at undergraduate level

Abstract

This study investigates the impact of a 6-month intervention program utilizing the Socratic Questioning Method on the speaking competence of 60 undergradute level students. The results reveal that 55 participants demonstrated significant improvement in speaking skills, marked by enhanced articulation, clarity of thought, and persuasive expression. Notably, the intervention program successfully addressed psychological barriers, leading to a reduction in inhibition and fear associated with public speaking. Moreover, the Socratic approach facilitated the development of robust peer group interaction, fostering a collaborative learning environment. Beyond speaking competence, participants exhibited advancements in both intra and interpersonal communication skills, reflecting heightened self-awareness, refined articulation of personal opinions, and improved responsiveness to diverse viewpoints. This research underscores the Socratic Questioning Method's efficacy in cultivating comprehensive communication skills essential for academic and professional success in undergradute level.