Abstract
The current study, sought to investigate the influence of both formalist and dialogic teaching on EFL majors' argumentative writing and speaking apprehension. By using a positivistic experiment research design, and on analysing students' argumentative writing essays, it has been proved that both teaching approaches developed students' argumentative writing. However, statistical analysis showed that the dialogic teaching group students surpassed those of the formalist teaching. In addition, results revealed that speaking apprehension levels of the dialogic teaching students have significantly been reduced rather than those of the formalist teaching. The study ended with some conclusion and recommendations for further research.
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