Using Debates as Project-Based Learning to Improve Oral Expression in B1 Teenage Ells
Main Article Content
Abstract
This study evaluates the impact of debate as a project-based learning strategy on the oral expression of B1-level English language learners. Conducted in a bilingual high school with 21 students aged 16–18, the research adopts a qualitative design. Data were gathered through a diagnostic speaking test, observation checklists, and student surveys. Results showed improvements in fluency, coherence, and critical thinking. The Hutchinson and Waters needs analysis guided curriculum design. The results suggest that debate not only enhances oral proficiency, but also boosts learner engagement. These outcomes underscore the value of active learning approaches in language development and position debate as an effective tool for improving speaking skills.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
To promote the global exchange of knowledge, it facilitates unrestricted access to its contents from the moment of its publication in this electronic edition, and therefore it is an open access journal. The originals published in this journal are the property of the Complutense University of Madrid and it is mandatory to cite their origin in any total or partial reproduction. All contents are distributed under a Creative Commons Attribution 4.0 (CC BY 4.0) use and distribution license. This circumstance must be expressly stated in this way when necessary. You can consult the informative version and the legal text of the license.