How Do College Students Argue Orally in Classroom Debates With Different Communicative Goals?

Autor/in	Gonzalez Palta, Ingrid
Titel	How Do College Students Argue Orally in Classroom Debates With Different Communicative Goals?
Quelle	In: Higher education quarterly, 80 (2026) 1, 23 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0263-9769; 0951-5224; 1468-2273
DOI	10.1111/hequ.70100
Schlagwörter	Psychologie; Prüfungsordnung; Studienverhalten; Studentenschaft
Abstract	Debate has a long tradition in higher education and is increasingly valued as a formative methodology. Its learning potential, however, may depend on the kind of argumentation used. Evidence comparing how communicative goals shape students' argumentative style in formative debates remains scarce. This study explored how university students' oral argumentation varies in debates with persuasive or deliberative objectives. Psychology students debated on four occasions. A collection of 32 debate preparations and 16 debate executions was analysed, and the argumentative moves used were identified with a coding scheme. Analysis of the distribution of moves showed global differences between debate types. Persuasive debates featured more own arguments, counter-arguments to the opponent, notions/definitions, interruptions and certainty language. And deliberative debates had more counter-arguments to one's own stance, change of position, active search for reasons and uncertainty language. These findings are discussed within the context of their pedagogical and educational policy implications. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/4