Online debating as a pedagogy for enhancing argumentative writing and reducing writing apprehension among EFL majors

Abstract EN

The purpose of this study was to investigate the effect of online debating in enhancing argumentative writing and reducing writing apprehension for fourth year EFL majors at the Faculty of Languages and Translation, Misr University for Science and Technology.

Participants of the study, totaling 50 students, were divided into two equal groups randomly assigned to the experimental and control groups.

To fulfill the purpose of the study, two instruments were developed and validated; an argumentative writing test and a DM-writing apprehension test.

They were administered as a pre- posttest for both groups before and after the 11 weeks training program.

The experimental group received the online debating training program treatment, whereas the control group students followed their regular method of teaching writing.

Results indicated that the online debating program was effective in enhancing EFL majors' argumentative writing and reducing their writing apprehension.

It was recommended that teaching the structural features of online debating should be incorporated into language pedagogy program.