Boosting argumentative speaking skills and cultural awareness through ludic activities

Abstract

This was a qualitative action research study which aimed at acknowledging and identifying how argumentation skills were developed in a ninth grade classroom when working with ludic activities while developing speaking skills as well with tenth graders at Prado Veraniego School. To this effect, data collection instruments used were interviews, field notes, surveys, artifacts, and recordings; these were applied for ensuring the reliability and validity of data triangulation. Therefore, the grounded approach was the methodology selected, which allowed the emerged categories to be analyzed to obtain the results and conclusions. Finally, this investigation revealed how using ludic activities had a positive impact on students’ argumentative speaking skills by and their cultural conscience was fostered by exposing them to topics related to their real life. Moreover, data showed that students increased notoriously their confidence, which helped them to feel more comfortable to speak and to be more interested towards English.