Abstract
The present study aims to explore the validity of EFL written debate assessment. One hundred EFL students whose major was English education took an argumentative essay test and participated in an EFL written debate contest. They also conducted self-and peer-assessment in the essay test as well as in the written debate. Five students took part in interviews. Four expert raters rated the students’ essays and postings they had uploaded on a debate forum. Later, three experts presented their ideas in in-depth interviews. The result showed that scores of the written debate weakly correlated with those of the argumentative essay test. From the interview, the expert raters responded that they had had difficulty in rating the written debate because of the unwanted variables embedded in the assessment. On the other hand, students showed a positive outlook regarding EFL written debate assessment.
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