Debate was more effective than Philosophy Inquiry discussion in enhancing ESL learners' WTC at post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The Debate group scored significantly higher than the PI discussion group on post-test WTC (t=4.27, p=.002). → 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

Independent samples t-test comparing post-test WTC of Group A (Debate, 67.16) and Group B (PI Discussion, 59.80), t=4.27, Sig. .002; the article states Debate participants "recorded a significant improvement of WTC compared to PI discussion".

"The result of the t-test (Table 4) reveals that there is a statistically significant difference in mean sores between the PI discussion and Debate groups for WTC."

Discussion¶

Related Claims¶

• Both Debate instruction and Philosophy Inquiry discussion significantly increased ESL learners' Willingness to Communicate over a semester — related
• The Debate group showed a larger descriptive gain in Self-Perceived Communicative Competence than the PI group — related
• The Debate and PI groups did not differ significantly in WTC at pre-test — related
• Communicative Apprehension increased slightly more in the Debate group than in the PI group — related