Efficacy of Debate for Improving Argumentative Writing

In the crowded toolbox of teaching methods and strategies, debate is an overlooked but powerful tool (el Majidi et al., 2021). Typically, debate follows a specific format: stating a claim, presenting evidence to reinforce that position, opponents making counter claims, and then rebuttals. Choosing to implement debate activities can benefit students.

Figure 1

Boy and girl debating [AI-generated image].

Note. "Boy and girl debating" by Thompson, 2025, Wix AI Image Creator.

Indeed, debates are characterized by many of the same elements that exist in argumentative writing. Unfortunately, students are often weak in supporting their claims with evidence, but debate can train students to better promote and defend their positions because they feel an urgency and value when faced with a real opponent that may not exist when writing on their own (Malloy et al., 2020). Therefore, I propose that classroom debates could be instrumental in improving argumentative writing.  

Recent peer-reviewed research reveals that debate has been effectively used in a multitude of contexts--including different subjects, grades (elementary through higher education), and formats (i.e. virtual, orally in-person, and written) (Bächtold et al., 2023; Barseghyan, 2023; Wong & Low, 2025; Goodson, 2023; ​Malloy et al., 2020; Palma Flores & Albornoz Muñoz, 2022​; Schueler & Larned, 2023; ​Watson et al., 2024; Yongzhi, 2024​). Debates improve language and communication skills as well as critical thinking ( Hendratmoko et al., 2023). Indeed, debate also has the potential to benefit students in the context of writing.  

Principles for Implementing Debate in Writing Instruction

First of all, for debates to be most effective, they must be repeated (Bächtold et al., 2023). Therefore, instructors should plan to do multiple debates over time instead of a singular activity to achieve maximum results. 

Of course, debate has limitations such as causing students anxiety, particularly if they have to speak publicly. ​According​ ​to Erickson et al. (2025​), many students actually fear criticism from their peers more than from their instructors. Therefore, implementing written debates can help students overcome these limitations without losing the benefits. Students are able to contribute to the debate at their own pace. In addition, written debates most closely mirror argumentative writing, so there will be benefits to communication skills as well. 

Kialo Edu is a powerful option for written debates (Chun Wong & Lee Low, 2025). Instructors choose a thesis and then students write arguments for and against the claim. Other students can collaborate by linking supportive evidence and vote for arguments or evidence they find especially compelling. In addition, Kialo Edu creates a written record of the debate, so students can return to add more information later or to evaluate the effectiveness of the arguments.

The addition of reflection activities following debates is more beneficial that debating alone (Bächtold et al., 2023). Instructors my consider asking students questions to help them identify strengths and weaknesses of their classmates' arguments as well as their own. In addition, they should reflect on how they dealt with opposing claims and evidene. Lastly, students could take a larger perspective and express how participating in debate is impacting their writing and critical thinking. By reflecting on their arguments, students can analyze what they are doing well and what improvements are necessary. These changes in thinking, planning, and writing can then be applied to their individual rhetorical writing.

Conclusion

Improving argumentative writing seems to be an ongoing focus for many English teachers. By employing a series of debates, students will be engaged in argumentation in a method which is more compelling than a solitary writing assignment.  Pairing written debates with reflection activities makes the practice even more potent. 

---

References

Bächtold, M., Pallarès, G., De Checchi, K., & Munier, V. (2023). Combining Debates and Reflective Activities to Develop Students’ Argumentation on Socioscientific Issues. Journal of Research in Science Teaching, 60(4), 761–806.

Barseghyan, L. (2023). Classroom debating: Benefits and challenges for undergraduate EFL students. Foreign Languages in Higher Education, 27(1 (34)), 67–76. https://doi.org/10.46991/flhe/2023.27.1.067

Chun Wong, L., & Lee Low, M. (2025). Exploring the efficacy of online synchronous debate as a tool for teaching ethics. Athens Journal of Education, 12(2), 357–368. https://doi.org/10.30958/aje.12-2-10

el Majidi, A., de Graaff, R., & Janssen, D. (2021). Debate as a pedagogical tool for developing speaking skills in Second language education. Language Teaching Research, 28(6), 2431–2452. https://doi.org/10.1177/13621688211050619

Erickson, B., Dunbar, R., Winchip, J., Ayebo, A., & Englund, M. (2025). Reluctance to speak in college classrooms: Academic causes and consequences. Social Psychology of Education, 28(1). https://doi.org/10.1007/s11218-025-10063-3

Goodson, A. (2023). Semi-public speaking: How virtual high school debate competition increased accessibility for marginalized students. The Advocate, 28(2). https://doi.org/ 10.4148/2637-4552.1186

Hendratmoko, A. F., Madlazim, M., Widodo, W., Suyono, S., & Supardi, Z. A. (2023). Inquiry and debate in Science learning: Potential strategy for improving students’ scientific argumentation skills. International Journal of Education in Mathematics, Science and Technology, 12(1), 114–138. https://doi.org/10.46328/ijemst.3152

Malloy, J. A., Tracy, K. N., Scales, R. Q., Menickelli, K., & Scales, W. D. (2020). It’s Not About Being Right: Developing Argument Through Debate. Journal of Literacy Research, 52(1), 79-100. https://doi.org/10.1177/1086296X19896495

Palma Flores, E., & Albornoz Muñoz, N. (2022). Between identification and empathy to elaborate the difficult past: An experience of a classroom debate with Chilean children. Journal of Peace Education, 19(1), 25–46. https://doi.org/10.1080/17400201.2022.2039599

Schueler, B. E., & Larned, K. E. (2023). Interscholastic policy debate promotes critical thinking and college-going: Evidence from Boston Public Schools. Educational Evaluation and Policy Analysis, 47(1), 108–134. https://doi.org/10.3102/01623737231200234

Thompson, L. (2025). Boy and girl debating [AI-generated image]. Wix AI Image Creator.

Watson, F., Beninger, S., & Stanton, J. (2024). Marketing & Society in the classroom: The scaffolded controversies approach. Journal of Macromarketing, 44(3), 679–684. https://doi.org/10.1177/02761467241260406    

Yongzhi, S. (2024). The impact of debate lessons, powered by Generative AI, on student learning. IAFOR Journal of Education, 12(3), 13–39. https://doi.org/10.22492/ije.12.3.01