Debate as a pedagogical tool for developing speaking skills in second language education

Majidi, Abid el; Graaff, Rick de; Janssen, Daniël

doi:10.1177/13621688211050619

Cited by 13 publications

(8 citation statements)

References 72 publications

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“…The instruction in the reasoning gap of the experimental group was that students were asked to look for new information and retell the pattern of the information and conclude These instructions led to students' being more fluent in speaking. This is in accordance with the theory that students' speaking ability can be increased through the intensity of organised practice (Albino, 2017;El Majidi et al, 2021).…”

Section: Discussionsupporting

confidence: 90%

“…This strategy embraces individuals from various media to communicate and understand each other. This strategy can be used in learning so that they are finally able to master the language (Albino, 2017;El Majidi et al, 2021). This strategy is considered better than merely studying theory and doing written assignments in class.…”

Section: Task-based Teaching Of Speaking Skillsmentioning

confidence: 99%

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The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

Mulyani

Damaianti²,

Mulyati³

et al. 2023

IJLTER

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The aim of this study was to investigate the effect of using the gap task of opinion, reasoning and information on speaking skills at the secondary school level. This study used a quasi-experimental research method involving 352 students. The three experimental groups received treatment with gaps in opinion, reasoning, and information gap tasks. All groups were examined for their initial speaking ability. The experimental group was given an intervention with gaps in opinion, reasoning, and information while the control group was given a traditional intervention to improve speaking ability. After the intervention had been carried out, all groups were examined for their speaking ability. Data analysis was performed using one-way ANOVA. The results indicated that the experimental groups showed a significant increase in speaking ability compared to students in the control group in the post-test phase. Intervention from giving the gap task of opinion, reasoning, and information is more effective for improving speaking skills. Three assignments of opinion gaps, reasoning, and information can improve students' speaking fluency. Of the three assignments, the information gap assignment provides the most significant contribution compared to the gap of opinion and reasoning tasks because the instructions in the information gap task are more varied and more intensive in encouraging students to interact in various contexts. Based on these findings, the researcher recommends designing materials by creating assignments that contain gaps in opinions, reasoning, and information to achieve learning objectives.

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Section: Discussionsupporting

confidence: 90%

Section: Task-based Teaching Of Speaking Skillsmentioning

confidence: 99%

The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

Mulyani

Damaianti²,

Mulyati³

et al. 2023

IJLTER

View full text Add to dashboard Cite

show abstract

“…In group-based discussion, their group members also used some of these words, which further reinforced their grip on these lexical gains. As was argued by El Majidi et al (2021), such a cyclic lexical process might enable the students to incrementally build a diverse and rich lexicon. Additionally, improvement in vocabulary also seemed to allow more working memory to retrieve more sophisticated vocabulary, therefore producing more lexically diverse and complex speech.…”

Section: Discussionmentioning

confidence: 97%

Integrating Automatic Speech Recognition Technology Into Vocabulary Learning in a Flipped English Class for Chinese College Students

Jiang

Jong

et al. 2022

Front. Psychol.

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Although the automatic speech recognition (ASR) technology is increasingly used for commercial purposes, its impact on language learning has not been extensively studied. Underpinned by the sociocultural theory, the present work examined the effects of leveraging ASR technology to support English vocabulary learning in a tertiary flipped setting. A control group and an experimental group of college students participated in a 14-week study. Both groups had their English classes in a flipped fashion, but the experimental group was assigned with ASR-assisted oral tasks for pre-class self-learning. The pre- and post-intervention in-class task performance of both groups was audio-recorded and transcribed for data analysis. The triadic complexity-accuracy-fluency (CAF) framework was adopted to evaluate the participants' vocabulary learning. The between- and within-subjects effects were examined mainly through procedures of MANCOVA and mixed-design repeated measures ANCOVA. Results showed that on all the metrics of lexical complexity and speed fluency, the experimental group outperformed the control group, and had significant growth over time. On the other hand, the control group only improved significantly overtime on the G-index. On lexical accuracy, there was no significant difference between the two groups, and the within-subjects effect was not significant for either group. The findings lent some support to Skehan's Trade-off Hypothesis and discussions were conducted regarding the triarchic CAF framework.

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“…As Majidi et.al. (2021) explained that debate is considered as a potentially effective pedagogical tool for developing language skills.…”

Section: Introductionmentioning

confidence: 89%

Debate as a method for mastery speaking ability in EFL: How effective is it?

Diyyah

2022

CJU

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This study aims to find out the effectiveness of debate as a method used in improving students' speaking skills ability in EFL. This was a quantitative study with a pre-experimental research design that used pre-test and post-test as data collection instruments. This research was conducted at Senior High School 1 Babelan Bekasi to 30 students in 11th grade who were the participants of the school English Club. These students were selected by the purposive sampling technique. The data was analyzed statistically by using t-test. The results of this study revealed that: the students’ mean score on the pre-test was 61.03 while their post-test one was 75.90. Additionally, statistical calculation of t-test resulted t-cal (6.30) > t-table (2.045) with significance level of 0.05. Thus, these findings confirmed that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. Therefore, this research work concluded that debate used as a method of improving students’ speaking ability is effective. Keywords: Debate method, Speaking ability, EFL students

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Debate as a pedagogical tool for developing speaking skills in second language education

Cited by 13 publications

References 72 publications

The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

Integrating Automatic Speech Recognition Technology Into Vocabulary Learning in a Flipped English Class for Chinese College Students

Debate as a method for mastery speaking ability in EFL: How effective is it?

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