Critical Thinking and Holistic English Language Development at the University of Ha'il: Advancing Vision 2030 Competencies

Abstract

This research looks into how well critical thinking teaching works when paired with full-spectrum English learning at the University of Hail in Saudi Arabia. For phase one, around 100 young men joined a trial that checked growth in logical reasoning - measured through the California Critical Thinking TEST CCTST - and their grasp of academic English using Academic English Proficiency Test AEPT scores. Instead of random groups, researchers ran a pre-and-post comparison backed by Analysis of Covariance ANCOVA math; after this number crunching came follow-up talks with a dozen learners and teachers to help make sense of the data patterns. The numbers showed a clear, big boost in CT scores (d=1..49), along with solid progress in Holistic English Language Development HELD skills (d=0.89) within the test group. Better thinking abilities came together with sharper language use - backed up by a strong link between them (r = 0.68, p < 0.001). Students’ comments hinted at more interest and confidence while learning this way. Yet, their insights also highlighted problems like unprepared instructors or rigid systems that slowed down long-term adoption. The findings show clear proof that CT speeds up learning a second language, fitting well with Vygotsky’s idea of social learning. Because of this link, colleges at the University of Hail ought to prioritize blended teaching strategies. Instead of sticking to old ways, combining methods offers a tested way to build flexible thinkers. By doing so, UoH moves closer to meeting goals outlined in Saudi Arabia’s Vision 2030 plan.