Thesis (Ph.D)-Cairo University, 2023.

Bibliography: pages 133-149.

This study attempted to examine the extent to which training in the use of the Toulmin model
of argument (TMA) helped students produce sound oral arguments in Egyptian EFL
classrooms. Furthermore, this research focused on developing lesson plans to foster Egyptian
EFL students' argumentation skills and critical thinking abilities. It also assessed the learners‟
attitudes towards implementing the TMA in their speaking classes. The study was carried out
in two parts. Through two cyclic iterations of the design-based research (DBR) process in
Phase 1, the TMA-based lesson plans were developed to enhance argumentation skills and
critical thinking abilities through pedagogical strategies employing debate activities. In terms
of Phase 2, which comprised the implementation of the lesson plans, the pretest-posttests
control group design was employed for the intervention stage, with participants being divided
into experimental (EG) and control groups (CG). The participants were 80 students from the
Department of English Language and Literature, Faculty of Arts, Menoufia University who
voluntarily participated in this study. Both groups were given a pretest before the experiment
in which they were required to present arguments while debating, followed by a posttest after
the ten weeks of treatment administration. Two rubrics were used by two raters and the
researcher to score the speech arguments of the participants in the pre-and posttests on the
target features. The attitudes of the learners towards implementing the TMA in their speaking
classes were assessed through a questionnaire. The results of the data analysis revealed that,
in comparison to the pretest, the argumentative speeches from the posttest featured more rich
and sophisticated reasoning. In terms of argumentation skills and critical thinking ability, the
experimental group outperformed the control group significantly. This demonstrates that
teaching the TMA enhanced learners' understanding of the function and application of the
argumentation elements. Furthermore, the questionnaires showed that the participants
considered the training of the Toulmin elements beneficial in improving the way they
expressed their viewpoints while debating. Most importantly, this dissertation developed
several pedagogical implications to guide teaching argumentation skills using the TMA in
Egyptian EFL speaking classrooms.

نشاهد في مصر معظم المواد السمعية والبصرية، التي تقدم باللغات الأجنبية، ومع ذلك، لم يتم حل مشكلة استخدام الأفلام المترجمة داخل الفصول الدراسية حتى الآن. ولذلك، فهذه الدراسة محاولة لدراسة تأثير الأفلام ذات الترجمة باللغة الإنجليزية وكذا العربية، والتي بدون ترجمات، على فهم الاستماع ومهاراته الفرعية على المتعلمين المصريين للإنجليزية كلغة أجنبية وأظهرت نتائج تحليل البيانات لاختبارات فهم الاستماع تفوق مجموعة الترجمة على المجموعة التي بلا ترجمة أما مجموعة الترجمة العربية فكانت ذات أداء أفضل من مجموعة الترجمة الإنجليزية. بالنسبة لقسم اختبار الاستماع بالتويفل فقد أظهرت المقارنة بين ما قبل الاختبار وما بعد الاختبار لكل مجموعة من المجموعات الثلاث وجود فرقا كبيرا بكل مجموعة، بينما لم يكن ثمة فرق كبير بين المجموعات الثلاث.

Issued also as CD

Text in English and abstract in Arabic & English.