The Impact of Dialogic Teaching on English Language Learners’ Speaking and Thinking Skills

The gen eral stru ctu re of the deb ate
The general st ruct ure of t he debat e (wi thout cross -exami nat ion) as provided b y 
Alford et al. (2002, p.3 -4) can be as foll ows:
• A coin toss immediately prior to the debate determines which team began the 
debat e.
• The team that wins the coin toss begins with five minutes for stating an opening 
positi on.
• The other side then has three minutes to present their opposing position.
• The original side receives two minutes for rebuttal.
• The other side then receives one minute for co unter-rebuttal. 
• The timing for the next round is the same as the first except that the teams switch 
the order of thei r present ati ons .
1.Research design
This research is a descriptive analytical research. 
 
 2.Area of the Research
The research was conducted in different Sudanese universities and colleges including Al-
Fashir University, Faculty of Arts & Education English Language Department. 
3. Population and sample
The study populations were students of 2-4 year in English department, Faculties of Arts, 
Education, and other technical colleges at different Sudanese universities, they were males and 
females
.
4. Sample size 
Sample size of this study consisted of 60 students (for questionnaire), 40 lecturers (for 
interviews) and 40 students for the observational check list (classroom debate activity).
4.1 Inclusion criteria 
– Only students of 2-4 years who studied debate techniques and skills were 
purposely selected to respond to the questionnaire. 
4.2 Exclusion crite
ria – students of other classes who did not study debate techniques and skills. 

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Arab World English Journal (AWEJ) Volume 8. Number 4. December 2017 
The impact of Dialogic Teaching on English Language Elhassan &
Adam
Arab World English Journal
www.awej.org
ISSN: 2229-9327
59