WSDC debate instruction significantly improved tenth-grade EFL students' critical thinking achievement within the experimental group¶

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¶

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 mean rose significantly from pretest to posttest after the debate treatment. → Iman 2017

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

Paired sample t-test on the quasi-experimental non-equivalent pretest-posttest group (n = 24 experimental). The article reports the mean difference of "5.9792" with t-obtained 17.596 (p<0.000), exceeding the printed t-table values; no effect size is printed.

"the mean difference of critical thinking achievement between pre-test and post -test in experimental group was 5.9792 with the standard deviation was 1.6647, and t -obtained was 17.596 (p<0.000)"

Discussion¶

Learner Variables¶

Critical Thinking — outcome: instruction changes it

Students taught with WSDC debate significantly outperformed control students on both critical thinking and speaking posttests — a broader claim this one bears on
WSDC debate instruction significantly improved tenth-grade EFL students' speaking skill achievement within the experimental group — related

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