The Effects of Debate Instruction Through a Flipped Learning Environment on Critical Thinking Skills of Thai High School Students

Authors

  • I Wei Liu Ph.D. Candidate in English as an International Language (EIL), Instruction Track, Faculty of Arts, Chulalongkorn University, Thailand.
  • Pornpimol Sukavatee Ph.D, Lecturer, Division of Foreign Language Teaching, Department of Curriculum and Instruction, Faculty of Education, Chulalongkorn University, Thailand.

Keywords:

Debate Instruction, Flipped Learning Environment, Critical Thinking Skills

Abstract

Critical thinking skills in recent decades is considered as an essential skill needed for Thai high school students, to which the students’ improvement in such skill is also a challenge that educators currently face. The National Education Act has also listed critical thinking as one of its main goals in the core curriculum of Thailand (Commission, 1999). To overcome this challenge, the integration of debate and flipped classroom was used to enhance Thai learner’s critical thinking skills. This study employed Debate Instruction through a Flipped Learning Environment (DIFLE) to improve the Thai learner’s critical thinking ability. The 9-week DIFLE sessions, including predebate, debate delivery and postdebate phases, were designed. The sample of the study was 24 Thai high school students in grade 10 to 12 in formal education in English Programs or Bilingual Programs in Bangkok. An intact group was conducted using pretest and
posttest. The findings revealed positive effects of DIFLE on the critical thinking skills in the quantitative data resulting from the opinion questionnaire, and qualitative data from the focus group interview indicated the student’s general satisfaction as well as their positive approval towards this study.

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Published

2019-06-27

How to Cite

Liu, I. W., & Sukavatee, P. (2019). The Effects of Debate Instruction Through a Flipped Learning Environment on Critical Thinking Skills of Thai High School Students. Scholar: Human Sciences, 11(1), 238. Retrieved from http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/3375