Debating as a Classroom Tool for Adapting Learning Outcomes to the European Higher Education Area

Jiménez, Juan Luis; Perdiguero, Jordi; Suárez, Ancor

doi:10.2139/ssrn.1868934

Cited by 2 publications

(3 citation statements)

References 10 publications

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“…Someone other than the course teacher moderated the debate. Class members voted which group presented the most convincing arguments (see also Jiménez et al. , 2011; Oakley, 2012; Silberman, 2005).…”

Section: Methodsmentioning

confidence: 99%

“…The intent of the debate is to present the most convincing argument, which is achieved by listening carefully to what the other side is saying and developing or raising counterpoints to advance one’s own position. Either the moderator declares a winner or the debate teams can come together and debrief as they discuss which side presented the most convincing and sound arguments (Alghamdi & Al Dossari, 2021; Jiménez, Perdiguero, & Suárez, 2011; Mumtaz & Latif, 2017; Silberman, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

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Using classroom debates to elicit views on educational reforms

Alghamdi

Aldossary

Elhassan

2022

LTHE

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PurposeThis classroom-based qualitative study explored the effectiveness of the debate learning strategy in female postgraduate education in Saudi Arabia, which is implementing its recent national development plan, Vision 2030. Educational reform is key to its transition to a modernized, knowledge-based economy. The debate format was used to elicit views on educational reforms and necessitated forming and articulating well-reasoned arguments and logic.Design/methodology/approachAt a Saudi Eastern Province university, 13 female postgraduate students (preservice teachers) participated in a student-centered learning environment conducive to debates. Documents prepared for the debate underwent a qualitative content analysis.FindingsData were readily classified into five categories: educational reforms should meet 21st century skills, achieve educational outcomes, ensure Saudi Arabia’s knowledge-based economy, prioritize the role of the university and recognize the impact of both teachers and curricula. As key players in the nation’s future, participants affirmed the ongoing need for educational innovation and modernization.Originality/valueWhile debates are an authentic part of Arabian heritage, they are less utilized in Saudi higher education settings. Findings affirm that debates are a beneficial learning strategy for bolstering future educators’ participation in Saudi Arabia’s educational reform.

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Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Using classroom debates to elicit views on educational reforms

Alghamdi

Aldossary

Elhassan

2022

LTHE

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“…The participants of this study were 44 Dutch students belonging to two classes at a secondary school in Rotterdam: a lower secondary class group (third grade) consisting of 25 students, including 12 males and 13 females (aged [14][15][16], and an upper secondary class group (fifth grade) consisting of 19 students including 7 males and 12 females (aged [16][17][18][19]. The first group was studying English at B1 level and the second group at B2 level.…”

Section: A Participantsmentioning

confidence: 99%

Invest in What Energizes Students to Learn: Investigating Students’ Attitude towards Debate in the Foreign Language Classroom

Majidi¹,

Graaff²,

Janssen³

2015

JLTR

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Abstract-Debate has noticeably been penetrating our educational practice the last decades. Many studies have revealed many benefits of debate, including sharping up debaters' critical and analytical thinking, and deepening their understanding of the issues being debated. Debate has also been deemed as an effective pedagogical tool, for critical thinking and for L1 and L2 language development. Its effectiveness has been mainly ascribed to its ability to integrate the four language skills, stimulate learners to be active and engage them in interactive activities that entail working collaboratively to negotiate meaning. In many studies students acclaimed debate as fun and enjoyable. This study investigated the factors that underlie the 44 participants' (belonging to 2 groups) positive attitude towards debate as an instructional tool in the foreign language classroom. The data collection was triangulated consisting of a questionnaire and interviews. The study has revealed that the factors that positively shape the participants' favourable attitude towards debate are: active participation, challenge, teamwork, fun, critical thinking, language proficiency and debate vs coursebook. The independent samples t-test showed that both groups extended the same relevance to these factors in shaping their attitudes towards debate with the exception of critical thinking factor. However, the comparison between males and females revealed a number of significant differences.

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Debating as a Classroom Tool for Adapting Learning Outcomes to the European Higher Education Area

Cited by 2 publications

References 10 publications

Using classroom debates to elicit views on educational reforms

Using classroom debates to elicit views on educational reforms

Invest in What Energizes Students to Learn: Investigating Students’ Attitude towards Debate in the Foreign Language Classroom

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