Both Debate instruction and Philosophy Inquiry discussion significantly increased ESL learners' Willingness to Communicate over a semester¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Debate instruction produced a statistically significant pre-to-post increase in WTC (t=6.76, p=.000). → Shamsudin et al. 2017 q2 i? Philosophy Inquiry discussion produced a statistically significant pre-to-post increase in WTC (t=3.16, p=.004). → Shamsudin et al. 2017 (2)

Evidence¶

Shamsudin et al. 2017¶

Mardziah Shamsudin, Moomala Othman, Maryam Jahedi & Dalia Aralas. (2017). Enhancing English Learners' Willingness to Communicate through Debate and Philosophy Inquiry Discussion. English Language Teaching, 10(8). https://doi.org/10.5539/elt.v10n8p145

q2 · i? · causal · r2

Paired samples t-test on pre/post WTC questionnaire scores for the Debate group (n=16) in a pretest-posttest experimental design; the article reports t=6.76, p=.000, a "statistically significant difference in means between the pre- and the post-test".

"For Debate, the result (Table 2) shows that there is a st atistically mean difference for WTC (t=6.76, p < 0.05)."

Shamsudin et al. 2017 (2)¶

Mardziah Shamsudin, Moomala Othman, Maryam Jahedi & Dalia Aralas. (2017). Enhancing English Learners' Willingness to Communicate through Debate and Philosophy Inquiry Discussion. English Language Teaching, 10(8). https://doi.org/10.5539/elt.v10n8p145

q2 · i? · causal · r2

Paired samples t-test for the PI discussion group (n=16); Table 3 reports pre-test 51.29, post-test 59.80, t=3.16, Sig. .004, so the null hypothesis was rejected for the PI group as well.

"Similarly, for PI discussion, the result (Table 3) shows that there is a statistically mean difference for WTC."

Discussion¶

Related Claims¶

• Debate was more effective than Philosophy Inquiry discussion in enhancing ESL learners' WTC at post-test — related
• The Debate and PI groups did not differ significantly in WTC at pre-test — related
• Participation in interpersonal audio discussions produced no statistically significant changes in overall willingness to communicate, though most students reported unchanged or increased WTC — related
• Communicative Apprehension increased slightly more in the Debate group than in the PI group — related
• English pronunciation self-efficacy is strongly and positively associated with willingness to communicate in English among Chinese EFL learners — related
• The Debate group showed a larger descriptive gain in Self-Perceived Communicative Competence than the PI group — related
• Teaching communication strategies raises EFL learners’ classroom Willingness to Communicate more than regular instruction, with a large between-group difference (eta squared = .10) — related