Training EFL Learners on Debating: Effects on Their Oral and Written

Autor/in	Kassem, Hassan M.
Titel	Training EFL Learners on Debating: Effects on Their Oral and Written
Quelle	In: MEXTESOL Journal, 45 (2021) 4, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kassem, Hassan M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2395-9908
Schlagwörter	English (Second Language); Second Language Learning; Debate; Persuasive Discourse; Oral Language; Written Language; Foreign Countries; Anxiety; Communication (Thought Transfer); Self Concept; College Students; Males; Instructional Effectiveness; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Debating; Streitgespräch; Persuasion; Persuasive Kommunikation; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Ausland; Angst; Communication; thought; Kommunikation; Gedanke; Selbstkonzept; Collegestudent; Male; Männliches Geschlecht; Unterrichtserfolg; Saudi-Arabien
Abstract	This study aimed to explore the relative effect of training English as a Foreign Language (EFL) learners in debates on their oral and written performance. It also investigated the effect of training on students' ideal second language (L2) self and communication apprehension. An intact class of English majors at a Saudi college (N=32) received training on debating for two months. Tools of data collection included a speaking test, a writing test, and a questionnaire probing students' level of ideal L2 self and communication apprehension. Paired samples t-test revealed significant improvements in oral and written performance from pre- to post-testing. Surprisingly, the training had a significantly stronger effect on students' writing than on their speaking. It is surprising because what comes to mind when the word debate is mentioned is speaking, not writing. Group debating performance also improved from pre- to post-testing. Finally, training significantly improved students' ideal L2 self and reduced their communication apprehension. The debate activity thus apparently enhances EFL learners' oral and written performance, as well as their ideal L2 self. It also seemed effective in reducing their communication apprehension. A number of pedagogical implications are offered. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01