Session
Education and Development
Description
This paper provides a comprehensive analysis of debates as a pedagogical tool in English language education. This study investigates the impact of structured debates on developing speaking proficiency in English language learners, specifically focusing on second-year students enrolled in the course "English Language Skills 4." Utilizing the Lincoln-Douglas format, the research examines how debates enhance fluency, accuracy, and linguistic complexity in speaking and not only. Data collection methods included direct observation during the debates and analysis of reflection letters written by the students post-debate. These reflection letters provided insights into the students' perceptions of how participating in the debate affected their speaking skills and overall language proficiency. According to the results, this also encouraged 21st century skills like: critical thinking, team spirit, research skills, creativity and so on. To add up, a comparison has been made between students’ overall performance in this course pre-debate and post-debate, and the results show that their overall interest for the course as well as their self-confidence increased after the debate.
Keywords:
debate, speaking, communication, 21st century skills, proficiency, self-confidence.
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-982-15-3
Location
UBT Kampus, Lipjan
Start Date
25-10-2024 9:00 AM
End Date
27-10-2024 6:00 PM
DOI
10.33107/ubt-ic.2024.139
Recommended Citation
Haliti, Trendeline, "The Impact of Structured Debates on Developing Speaking Proficiency in English Language Learners: A Case Study with 2nd Year Students in the Course of English Language Skills 4" (2024). UBT International Conference. 26.
https://knowledgecenter.ubt-uni.net/conference/2024UBTIC/ED/26
Included in
The Impact of Structured Debates on Developing Speaking Proficiency in English Language Learners: A Case Study with 2nd Year Students in the Course of English Language Skills 4
UBT Kampus, Lipjan
This paper provides a comprehensive analysis of debates as a pedagogical tool in English language education. This study investigates the impact of structured debates on developing speaking proficiency in English language learners, specifically focusing on second-year students enrolled in the course "English Language Skills 4." Utilizing the Lincoln-Douglas format, the research examines how debates enhance fluency, accuracy, and linguistic complexity in speaking and not only. Data collection methods included direct observation during the debates and analysis of reflection letters written by the students post-debate. These reflection letters provided insights into the students' perceptions of how participating in the debate affected their speaking skills and overall language proficiency. According to the results, this also encouraged 21st century skills like: critical thinking, team spirit, research skills, creativity and so on. To add up, a comparison has been made between students’ overall performance in this course pre-debate and post-debate, and the results show that their overall interest for the course as well as their self-confidence increased after the debate.