Using Debates as Project-Based Learning to Improve Oral Expression in B1 Teenage Ells
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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.
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