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Enhancing English learners` Willingness to Communicate through debate and philosophy inquiry discussion


Shamsudin, Mardziah and Othman, Moomala and Jahedi, Maryam and Aralas, Dalia (2017) Enhancing English learners` Willingness to Communicate through debate and philosophy inquiry discussion. English Language Teaching, 10 (8). pp. 145-152. ISSN 1916-4742; ESSN: 1916-4750


The present study investigated the impact of two instructional methods, Debate and Philosophy Inquiry (PI), in enhancing Willingness to Communicate (WTC) among two groups of English as a Second Language (ESL) learners who were randomly selected. In each group there were sixteen participants. The researchers used independent samples t-test and paired samples t-test to analyze the collected data. The data analysis using paired samples t-test showed that both methods of instruction have a significant effect on learners’ WTC. However, the learners’ WTC increased more in Debate group comparing to the Philosophy Inquiry classroom discussion group. The results indicate that Debate is more effective than Philosophy Inquiry classroom discussion in enhancing ESL learners’ WTC.

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Additional Metadata

Item Type: Article
Divisions: Faculty of Educational Studies
DOI Number: https://doi.org/10.5539/elt.v10n8p145
Publisher: Canadian Center of Science and Education
Keywords: Debate; Second language learners; Philosophy inquiry classroom discussion; Willingness to communicate
Depositing User: Nurul Ainie Mokhtar
Date Deposited: 11 Jan 2019 08:43
Last Modified: 11 Jan 2019 08:43
Altmetrics: http://www.altmetric.com/details.php?domain=psasir.upm.edu.my&doi=10.5539/elt.v10n8p145
URI: http://psasir.upm.edu.my/id/eprint/61733
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