@article{oai:tamagawa.repo.nii.ac.jp:00001161,
 author = {Marsh, Richard},
 journal = {The Center for ELF Journal},
 month = {Apr},
 note = {This paper will outline the numerous benefits of utilizing a debate task in the Japanese university classroom. All four of the key skills (speaking, listening, reading and writing) can be improved through the use of debate. A key point is that it places student-centred learning and critical thinking at the fore. The debate task presented in this article differs greatly from much of the existing literature, which is often highly structured and aimed towards native speakers, particularly North American high school students. As the teacher, our role is to introduce the task and make it very clear that this is not a competition, nor should learners rely too heavily on reading pre-prepared notes, but make it clear that they will receive a favourable grade for how they facilitate and encourage group debate and discussion. These accommodation skills are crucial for an authentic ELF environment, as non-native speaker intelligibility should have primacy of place in the classroom (Jenkins, 2000). This paper will clarify how the debate task can be successfully performed and offers student feedback that highlights the applicability of the task to the Japanese university classroom. The final part of the article presents classroom based research which demonstrates the great number of benefits and some issues and ways in which the task could be improved in the future.},
 pages = {43--53},
 title = {A Moot Point: How Group Debate Can Engage and Motivate Japanese University English Students},
 volume = {6},
 year = {2020}
}