Exploring the effects of argumentation-based inquiry in dual-language courses on EFL students' oral presentation skills and willingness-to-communicate

• Published in: Cogent education Vol. 11; no. 1
• Main Author: Lin, Ming-Chia
• Format: Journal Article
• Language: English
• Published: Abingdon Cogent 31.12.2024; Taylor & Francis Ltd; Taylor & Francis Group
• Subjects: Bilingualism/ESL; Curriculum Studies; dual-language course; Educational Psychology; EFL high school students; English (Second Language); English Language Learners; Experimental Groups; Language Teaching & Learning; oral-presentation skills; Quasiexperimental Design; Secondary school students; Skills; The argumentation-based inquiry approach; willingness-to-communicate
• ISSN: 2331-186X; 2331-186X
• DOI: 10.1080/2331186X.2024.2429873

The study investigates the effects of the Argumentation-Based Inquiry (ABI) approach in dual-language (DL) courses on oral presentation (OP) skills and willingness-to-communicate (WTC) among EFL high school students. Using a mixed-methods research approach with an embedded design model, the study emphasizes the quantitative approach (QUAN) for an instructional experiment and the qualitative (QUAL) approach to explore student and teacher perceptions. A quasi-experimental design randomly assigned students from two schools into three groups: Baseline Group, Experimental Group 1 (ABI), and Experimental Group 2 (ABI with a self-regulated learning approach), involving EFL Grade 11-12 students (n = 84). Data were analyzed using MANCOVA and theme analysis, with interviews of students and teachers. Results indicated that Experimental Group 2 consistently achieved the highest OP scores (content knowledge, organization, videotaped delivery, language control, and fielding questions) and WTC preparedness across three engagement and motivation levels, as compared to Experimental Group 1 and Baseline Group. Interviews supported the feasibility of implementing explicit OP skill instruction in DL courses. Overall, EFL high school students at different proficiency levels demonstrated improvements in both formal oral presentation (OP) skills and willingness to communicate (WTC) in English. The findings suggest that the ABI approach in dual-language (DL) courses can effectively enhance the OP skills and WTC of EFL learners. The study highlights that the Argumentation-Based Inquiry (ABI) approach is effective for bilingual education, helping students learn across subjects while building English oral communication skills. The ABI supports learning by combining argumentation, language use, and self-regulation, which allows students to develop critical oral presentation skills and increases their willingness to communicate in English. This approach creates a rich, interactive environment in which English as a Foreign Language (EFL) students can practice and improve their English in real-life contexts. The findings suggest that incorporating ABI into classrooms can boost students' confidence in speaking and presenting their ideas in English, leading to improved academic performance. By integrating content knowledge and language learning, the ABI not only prepares students for classroom discussions but also equips them for challenges beyond school. This approach makes it a powerful tool for educators aiming to enhance both content understanding and language proficiency in their students.