Using in-class debates as a teaching tool

Alford, Kenneth L.; Surdu, John R.

doi:10.1109/fie.2002.1158634

Cited by 9 publications

(5 citation statements)

References 5 publications

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“…Such opportunities are being furnished by in-class debate, which take the learners to "a new level of skill or learning desired by the instructor" (Firmin, Vaughn & Dye, 2007, 20). They are effective since they motivate the students to learn (Alford & Surdu, 2002;Jugdev, Markowski & Mengel, 2004).…”

Section: Resultsmentioning

confidence: 99%

“…Hill (1982) expresses that most crucial incentive in the use of in-class debate is the fun and enjoyment which learners experience during the process. In this context, the results of several other studies also indicate that this activity provides great fun and intellectual educational experiences to the learners (Alford & Surdu, 2002;Fallahi & Haney, 2007;Omelicheva & Avdeyeva, 2008;Woude, Janssen, & Sanders, 2011). In a similar vein, some researchers investigate the significance of in-class debate as a teaching strategy (Alford & Surdu, 2002;Kennedy, 2009).…”

Section: In-class Debate and Mastery Of The Course Contentmentioning

confidence: 86%

“…In this context, the results of several other studies also indicate that this activity provides great fun and intellectual educational experiences to the learners (Alford & Surdu, 2002;Fallahi & Haney, 2007;Omelicheva & Avdeyeva, 2008;Woude, Janssen, & Sanders, 2011). In a similar vein, some researchers investigate the significance of in-class debate as a teaching strategy (Alford & Surdu, 2002;Kennedy, 2009). In this context, Stewart & Pleisch (1998) highlight that more than 80% of their students have rated debate as the best strategy during a survey from 1994 to 1998.…”

Section: In-class Debate and Mastery Of The Course Contentmentioning

confidence: 86%

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Fostering Saudi EFL Learners’ Communicative, Collaborative and Critical Thinking Skills Through the Technique of In-Class Debate

Gulnaz¹

2020

IJEL

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Diverse learning styles of the learners require instructors to utilize wide variety of instructional strategies to engage their interest and motivation. In-class debate is a systematic instructional strategy utilized to bring the dynamics of social life into the classroom to cultivate learners’ active-involvement in the content of the subject. It hones learners’ range of skills, such as; oral-communication, social-interaction, critical thinking skills and internalization of the course content. For the purposes of present study, the researcher utilized qualitative cum quantitative research tools to collect the data from the participants. An opinionnaire with 14 items was developed with closed ended questions. The instrument was designed to measure four variables, which are tabulated into four sections (See tables 3-6): (a) in-class debate inculcates learners’ collaborative, communicative and cooperative paradigms;(b) it triggers learners’ complete mastery of the course content, i.e., retention, assimilation and understanding, coupled with boosts stack of skills involved in the process; (c) it fosters EFL learners’ ability to critically evaluate and analyze everything; and (d) finally it focuses on learners’ creative and critical thinking skills and make them active and independent pursuers of knowledge. The survey was administered to 87 female EFL learners of Taif University to identify the impacts of debate on their range of academic skills. The findings of the study indicate that in-class debate effectively generates learners’ several skills since it targets their thinking skill, contemplation, reflection and ultimately stimulates their productive, receptive, analytical and critical thinking skills. Yet, more faculties can be activated and maximum results can be obtained, if this interactive strategy is implemented in a structured format with a properly designed rubric focusing on learners’ specific skills.

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Section: Resultsmentioning

confidence: 99%

Section: In-class Debate and Mastery Of The Course Contentmentioning

confidence: 86%

Section: In-class Debate and Mastery Of The Course Contentmentioning

confidence: 86%

See 1 more Smart Citation

Fostering Saudi EFL Learners’ Communicative, Collaborative and Critical Thinking Skills Through the Technique of In-Class Debate

Gulnaz¹

2020

IJEL

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“…19,24,26,27,[44][45][46] Although ethical approval was not needed for implementation and evaluation of the debates, as was the case with a similar study, 47 the debates were discussed at relevant school educational subgroups, and necessary documentation was completed. These steps are standard practice before changes to teaching in the degree program can be introduced.…”

Section: Designmentioning

confidence: 99%

Using Debate to Teach Pharmacy Students About Ethical Issues

Hanna

Barry

Donnelly

et al. 2014

American Journal of Pharmaceutical Education

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Objective. To create, implement, and evaluate debate as a method of teaching pharmacy undergraduate students about ethical issues. Design. Debate workshops with 5 hours of contact with student peers and facilitators and 5 hours of self-study were developed for second-year pharmacy students. Student development of various skills and understanding of the topic were assessed by staff members and student peers. Assessment. One hundred fifty students completed the workshops. The mean score for debating was 25.9 out of 30, with scores ranging from 23.2 to 28.7. Seventy percent of students agreed that the debates were a useful teaching method in the degree program. Conclusion. A series of workshops using debates effectively delivered course content on ethical issues and resulted in pharmacy students developing skills such as teamwork, peer assessment, communication, and critical evaluation. These findings suggest that pharmacy students respond favorably to a program using debates as a teaching tool.

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“…Debates are defined as a ‘contradictory examination of an issue that focuses on controversial opinions’ [5] . Authors report very positively on this pedagogical method, which provides students with the opportunity to develop their ability to synthesize, improve their critical thinking and develop their communication skills [6,7] …”

Section: Introductionmentioning

confidence: 99%