Speaking with Care, Thinking with Depth: How Modality Shapes Critical Thinking and Engagement in EFL Learners’ Classroom Interaction

Nur Ina  Syam; Andi Yurni   Ulfa; Fahmi  Room; Riskayadi Riskayadi; Muliaty   Ibrahim

doi:10.31849/nmw04t41

Authors

Nur Ina Syam Universitas Muhammadiyah Bulukumba. Bulukumba, Indonesia
Andi Yurni Ulfa Universitas Muhammadiyah Bulukumba, Bulukumba, Indonesia
Fahmi Room Universitas Muhammadiyah Bulukumba, Bulukumba, Indonesia
Riskayadi Riskayadi Universitas Bangka Belitung, Bangka, Indonesia
Muliaty Ibrahim Universitas Megarezky, Makassar, Indonesia

DOI:

https://doi.org/10.31849/nmw04t41

Keywords:

Critical thinking, EFL Classroom, Modality, Politeness strategies, Pragmatics

Abstract

Speaking with care and thinking with depth are essential competencies in English as a Foreign Language (EFL) classrooms, yet many learners struggle to balance politeness with assertiveness when contributing to discussions. While modality has been studied as a grammatical feature, its function as a pragmatic tool for shaping critical thinking and sustaining engagement remains underexplored. This qualitative descriptive study investigated how modality is employed by fourth-semester EFL learners at Universitas Muhammadiyah Bulukumba to manage stance, encourage respectful dialogue, and support deeper reasoning in classroom interaction. Data were collected over six weeks through classroom observations and audio recordings of discussion sessions, stimulated recall interviews with seven students, and semi-structured interviews with two lecturers. Thematic analysis revealed that modality served both interpersonal and cognitive purposes: hedging expressions such as maybe and I think reduced the perceived risk of error, encouraged openness to multiple perspectives, and fostered group harmony, while stronger forms such as must and should enhanced clarity and argumentative strength. However, excessive hedging sometimes weakened reasoning and reduced precision. Lecturers emphasized that explicit, context-based instruction, supported by sentence starters and role-play activities, increased learners’ confidence and participation, even among hesitant speakers. These findings position modality as a vital communicative strategy for cultivating critical thinking and inclusive engagement, suggesting that EFL pedagogy should integrate targeted modality training to prepare learners for effective, courteous, and intellectually rich communication in academic and professional settings.

Author Biographies

Nur Ina Syam , Universitas Muhammadiyah Bulukumba. Bulukumba, Indonesia

Dr. Nur Ina Syam, S.S., M. Pd obtained her doctoral degree in linguistics studies at Hasanuddin University, Makassar, in 2024. She earned her master's degree in English Education Study at Makassar State University in 2011 and her bachelor's degree in English Literature at Hasanuddin University in 2008. She was serving as the head of the English Education Program, and currently she is the Dean of Faculty Teacher Training and Education at Universitas Muhammadiyah Bulukumba.
Andi Yurni Ulfa, Universitas Muhammadiyah Bulukumba, Bulukumba, Indonesia

Dr. Andi Yurni Ulfa, M.Pd, is a senior lecturer at the Faculty of Teacher Training and Education (FKIP) of Universitas Muhammadiyah Bulukumba, specializing in character education with a cultural perspective. She earned her doctoral degree with a dissertation on the character values in the traditional process of building the Pinisi boat, showcasing local wisdom on international stages such as Temple University and Yale University. As an award-winning educator recognized as the university’s Best Lecturer, she actively teaches courses like Philosophy of Education and Curriculum Studies while researching innovative approaches, including blended and online learning, to enhance teaching quality and student engagement
Fahmi Room, Universitas Muhammadiyah Bulukumba, Bulukumba, Indonesia

Dr. Fahmi Room, M.Hum. is a distinguished lecturer in the English Education Department at Universitas Muhammadiyah Bulukumba (UMB), holding both a master’s and a doctoral degree in English Literature. Dr. Room co-authored notable research, including a comparative study on extrovert vs. introvert students’ speaking performance in the Journal Pendidikan Sang Surya, which found that extroverts significantly outperform introverts in oral proficiency researchgate.net. He also collaborated on studies exploring innovative uses of AI in speaking skills and on international cultural programs. Additional documents credit him as advisor for works on human rights education. His active role in research, teaching, and publication underscores his commitment to advancing English pedagogy at UMB.
Riskayadi Riskayadi, Universitas Bangka Belitung, Bangka, Indonesia

Riskayadi, S.Pd., M.Hum. earned his Bachelor’s degree in English Education (S.Pd..) from Universitas Muhammadiyah Bulukumba (UMB), followed by a Master of Humanities (M.Hum.) fromUniversitas Hasanuddin (UNHAS). His reasearch expertise in English language education research, particularly in assessment strategies and student-interaction frameworks.

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