Debate pedagogy as a conducive environment for L2 argumentative essay writing

Debate pedagogy may hold great potential for improving second language (L2) writing skills. This study investigates this by examining the effects of a debate intervention on quality argumentative essays Dutch secondary school students. The consisted number speaking and activities, including case-writing note-taking. study, which employed pretest–posttest–delayed-posttest design with control group, involved 135 students from eight classes at three schools in Netherlands. To measure intervention, we analysed composed occasions (pretest, posttest, delayed posttest). students’ were using range measures fluency, syntactic lexical complexity, accuracy, cohesion, as well communicative adequacy. Multilevel analyses revealed that group made significant improvement substantial comparison to group. We discuss findings relation key pedagogical features environment. conclude implications L2 essay pedagogy.