The Debate group showed a larger descriptive gain in Self-Perceived Communicative Competence than the PI group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Debate's mean CC gain (4.39) exceeded PI's (2.46); no significance test is reported for this comparison. → Shamsudin et al. 2017

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 · r1

Descriptive comparison of pre/post mean scores on the Communicative Competence section of McCroskey's (1992) questionnaire: Debate rose from 49.22 to 53.61, PI from 49.17 to 51.63. No t-test is printed for this outcome.

"There is an increment of 4.39, while in the PI discussion the increment is 2.46. Thus, those in Debate showed more improvement in Self Communicative Competence."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Both Debate instruction and Philosophy Inquiry discussion significantly increased ESL learners' Willingness to Communicate over a semester — related
• Communicative Apprehension increased slightly more in the Debate group than in the PI group — related
• 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