Training EFL Learners on Debating: Effects on Their Oral and Written Performance, Ideal L2 Self, and Communication Apprehension

Abstract

This study aimed to explore the relative effect of training English as a Foreign Language (EFL) learners in debates on their oral and written performance. It also investigated the effect of training on students’ ideal second language (L2) self and communication apprehension. An intact class of English majors at a Saudi college (N=32) received training on debating for two months. Tools of data collection included a speaking test, a writing test, and a questionnaire probing students’ level of ideal L2 self and communication apprehension. Paired samples t-test revealed significant improvements in oral and written performance from pre- to post-testing. Surprisingly, the training had a significantly stronger effect on students’ writing than on their speaking. It is surprising because what comes to mind when the word debate is mentioned is speaking, not writing. Group debating performance also improved from pre- to post-testing. Finally, training significantly improved students’ ideal L2 self and reduced their communication apprehension. The debate activity thus apparently enhances EFL learners’ oral and written performance, as well as their ideal L2 self. It also seemed effective in reducing their communication apprehension. A number of pedagogical implications are offered.