Students taught with WSDC debate significantly outperformed control students on both critical thinking and speaking posttests¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The experimental group's critical thinking posttest mean was significantly higher than the control group's. → Iman 2017 q2 i? The experimental group's speaking skill posttest mean was significantly higher than the control group's. → Iman 2017 (2)

Evidence¶

Iman 2017¶

Iman, J. N. (2017). Debate Instruction in EFL Classroom: Impacts on the Critical Thinking and Speaking Skill. International Journal of Instruction, 10(4), 87-108. https://doi.org/10.12973/iji.2017.1046a

q2 · i? · causal · r1

Independent sample t-test comparing posttests of the debate group (mean 16.16) and control group (mean 13.89), n = 24 each in the quasi-experimental design. The article reports a mean difference of "2.270" and t-obtained 4.316 (p<0.000); no effect size is printed.

"the mean difference of critical thinking post-test between the experimental and control group was 2.270 and t -obtained 4.316 (p<0.000)"

Iman 2017 (2)¶

q2 · i? · causal · r1

Independent sample t-test comparing speaking posttests of the debate group (mean 17.93) and control group (mean 14.39), n = 24 each. The article reports a mean difference of "3.541" and t-obtained 7.965 (p<0.000); no effect size is printed.

"the mean difference speaking skill post -test between the experimental and control group was 3.541 and t -obtained 7.965 (p<0.000)"

Discussion¶

Learner Variables¶

Critical Thinking — outcome: instruction changes it

WSDC debate instruction significantly improved tenth-grade EFL students' critical thinking achievement within the experimental group — a narrower finding that bears on this claim
WSDC debate instruction significantly improved tenth-grade EFL students' speaking skill achievement within the experimental group — a narrower finding that bears on this claim
A debate model in yellow book learning can increase students' critical thinking skills relative to conventional learning models — related

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Field	Value
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`generated`	by `process:wiki-ingest` on `2026-11-01`
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