Communicative Apprehension increased slightly more in the Debate group than in the PI group¶

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

Subclaims¶

q2 i? The mean CA increase was 1.96 in Debate versus 1.82 in PI discussion, a descriptive difference with no test reported. → 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 · r2

Descriptive pre/post means on the Communication Apprehension section (Debate 49.21 to 51.17; PI 50.34 to 52.16). The article concludes "students in Debate, experienced more apprehensiveness than the PI discussion group"; no inferential test is printed.

"the mean difference of Communicative Apprehensiveness is slightly higher in Debate group, 1.96, as compared to the difference in means of the PI discussion group, 1.82."

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
• 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