Argument-Counterargument Activities in EFL Writing Classes in a Japanese University

Abstract

This article discusses how I incorporated argument-counterargument activities in an informal oral mode and a formal presentation format in first-year university English as a Foreign Language (EFL) academic writing classes in Japan. The activities involved engaging students in informal mini-debates during class sessions and formal presentations comprising a thesis supported by multiple arguments, counterarguments, and responses based on the students’ research papers written in the course. Notably, one class of students opted to participate in a competitive debate tournament outside regular class hours, resulting in varying degrees of success.