Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Przeglądasz jako GOŚĆ
Tytuł pozycji:

Effect of Debate on Development of Adaptability in EFL University Classrooms

Tytuł :
Effect of Debate on Development of Adaptability in EFL University Classrooms
Autorzy :
Kudinova, Natalia (ORCID 0000-0002-9335-7839) ; Arzhadeeva, Daria (ORCID 0000-0002-0015-569X)
Źródło :
TESOL Journal, v11 n1 e00443 Mar 2020. 13 pp.
Dostępność :
Not available from ERIC
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: ; Web site: http://www.wiley.com/WileyCDA
URL :
http://dx.doi.org/10.1002/tesj.443
Recenzowane naukowo :
Y
ISSN :
1949-3533
Deskryptory :
Debate, English (Second Language), Second Language Learning, Second Language Instruction, Self Evaluation (Individuals), Comparative Analysis, Measures (Individuals), Student Attitudes, Academic Language, College Freshmen, STEM Education, Teaching Methods, Foreign Countries
Abstractor :
As Provided
Liczba referencji :
-1
Język :
English
Liczba stron :
13
Education Level :
Higher Education; Postsecondary Education
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
JAN2021
Data wpisu :
2020
Numer akcesji :
EJ1244735
Czasopismo naukowe
This article focuses on the issue of adaptability in the field of education, particularly English as a foreign language teaching, and explores the question of whether academic debate can foster adaptability among university first-year university students majoring in science, technology, engineering, or mathematics. To answer that, the authors designed and conducted a study in 2017 and 2018 at a university in Moscow, Russia. The study involved two groups of students: those who attended regular English classes and those who, apart from regular classes, weekly attended and actively participated in specially designed English debate classes. To evaluate whether any alterations to the students' adaptability level occurred, teacher-assessors completed the Adaptability Scale at the beginning and end of the project. In addition, the students were asked to fill out a self-assessment questionnaire to rate their own adaptability development. The results of the control and experimental groups were compared and a series of t-tests was conducted. The findings reveal that, in the experimental group, English debate classes fostered positive growth in the level of adaptability, and all its components experienced a significant enhancement.

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies